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"Students"

This study investigates the role of perceived support from teachers, peers, and parents in fostering school belonging among vocational high school students. A total of 567 students participated in this research. Data were analysed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that perceived teacher emotional support, perceived teacher instrumental support, and perceived parental emotional support significantly predict students’ sense of school belonging. Among these, only perceived teacher emotional support demonstrated a substantive impact, albeit with a small effect size. These findings differ from those of prior studies, suggesting the need for further research that explores how variations in the conceptualization of school belonging and sample characteristics may influence the results. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This chapter describes and discusses the cultural heritage strategies employed by ‘Sela for Training and Protection of Heritage’, a non-profit organisation based in Petra (Jordan), which was founded in 2015. Sela aims to provide protection and preservation of cultural heritage sites across Jordan by promoting the active engagement of local communities and developing the local tourism sector. Sela adopts a range of initiatives including the introduction of training programmes, the installation of information panels (site presentation) and the development of educational programmes and activities for children and summer and winter camps where children get the opportunity to perform a heritage-themed play at selected archaeological sites. This chapter also explores Sela’s partnership with other organisations such as Al-Raqeem, a private organisation, which offers job vocational training in different fields of cultural resource management (CRM) and internship programmes for university students. Two initiatives have been developed by Al-Raqeem to promote Jordanian archaeology-Entimaa’, which aims to develop community heritage businesses and thereby support local communities, and ‘Once Upon a Taste…’, a catering service, which offers handmade Jordanian food. © 2025 selection and editorial matter, Steven Mithen, Mubariz Ahmed Rabbani and Maria Rabbani; individual chapters, the contributors.

Background/purpose. Innovative thinking and meta-skills are needed to solve difficult problems in the 21st century, but standard training techniques often fail. The fact that only 6% of pupils are innovative thinkers highlights a major educational gap. The GENICS learning approach (Grouping, Exploring, Discussion, Individual Activity, Combining, Sharing) is contrasted to Problem-Based Learning (PBL) in tailored instruction to improve these skills. Materials/methods. A quasi-experimental approach with pretest-posttest control groups was used with 432 Grade X students from SMA Negeri 5 Jambi City. The experimental group (n=36) used GENICS while the control group (n=36) used PBL. Validated essay tests and observation sheets assessed creative thinking (fluency, flexibility, originality, elaboration) and meta-skills (self-management, social intelligence, invention). Methods included descriptive statistics, MANCOVA, and effect size estimations. Results. The GENICS learning model improved creative thinking by 93.48% and meta-skills by 26.78%, outperforming PBL by 56.42% and 4.70%, respectively. Elaboration (153.49%), originality (116.77%), critical thinking (44.37%), and empathy (35.26%) improved. GENICS showed superior efficacy with a medium effect size (η2 = 0.097, p = 0.036) in multivariate tests. Conclusion. The GENICS model's structured yet flexible stages use differentiated learning ideas that exceed PBL for cognitive and non-cognitive skills. Complete 21st-century skill development is provided by the tiered system, especially the Combining and Sharing stages that encourage collaborative elaboration. Findings suggest curriculum designers should use differentiated models. Single-school and short interventions are drawbacks. Examine GENICS' effects on emotional intelligence, retention, and scalability in education. Study emphasizes systematic instructional design for mixed classes. © The Author(s), 2025.

This study focuses on the practical teaching mode of vocational education under the background of Internet Plus. The traditional model has some problems, such as lack of resources, single method, weak teachers and one-sided evaluation. The internet has brought many positive effects on practical teaching, such as expanding resources, providing enterprise cases, virtual experiments and online courses. In view of the traditional disadvantages and new demands, this paper puts forward innovative strategies such as building a multifunctional teaching platform, using diverse teaching methods, strengthening the construction of teachers and improving the evaluation system. Then through empirical analysis, the new teaching mode significantly improves students' practical, collaborative and innovative abilities, and the employment counterpart rate and salary are improved, which strongly proves its reform value and provides reference for the development of practical teaching in vocational education. © 2025 IGI Global. All rights reserved.

A study conducted from September to October 2022 with 1,900 medical students from a university in Guangzhou, China, explored the factors influencing self-efficacy in online learning. The study utilized the Online Learning Self-Efficacy Questionnaire, the Depression-Anxiety-Stress Scale (DASS-21), and a self-administered questionnaire assessing sociodemographic characteristics and self-evaluation of learning effectiveness. Statistical analyses using SPSS 25.0 and AMOS 25.0, including univariate and multi-factor analyses, were performed to examine the data. The results indicated that the average online learning self-efficacy score among the students was (56.83±7.97). Structural equation modeling revealed that male students (p < 0.005), those with higher per capita monthly household income (p < 0.001), and students who assessed their online learning effectiveness positively (p < 0.001) exhibited significantly higher self-efficacy. In contrast, students experiencing higher levels of depression (p < 0.001), anxiety (p < 0.001), and stress (p < 0.001) had significantly lower self-efficacy for online learning. The study concluded that gender, per capita family income, self-assessment of learning effectiveness, and mental health conditions such as depression, anxiety, and stress are key factors influencing medical students’ self-efficacy in online learning. Based on these findings, it is recommended that university teachers focus on improving online teaching management, provide additional support for financially disadvantaged students, and balance online and offline learning. Encouraging collaboration, fostering motivation, and introducing strategies like flipped classrooms and increased online interaction are crucial for enhancing students’ self-efficacy and improving academic outcomes. Addressing students’ negative emotions through these methods can maximize online learning effectiveness for medical students. © 2025 Taylor & Francis Group, LLC.

students in higher or adult education often face a wide array of challenges as they learn skills for transitioning to the workforce. They and their educators may encounter critical topics including emotional intelligence, student-educator relationships, and feedback mechanisms as well as employability skills. As a result, it is crucial for educators to foster and for students to learn teamwork skills, social-emotional skills, and strategies for teaching and learning to increase engagement. Thus, innovative approaches are needed to address the evolving needs of students, educators, and institutions that support students as well as the faculty. Transformative Practices in Tertiary Education: Bridging Theory and Practice empowers these diverse stakeholders with the knowledge and tools needed to transform higher education, making it more inclusive, effective, and responsive to the needs of today’s learners. It discusses methods for shaping educational policies and initiatives at various levels. Covering topics such as change navigation, global learning, and internships, this book is an excellent resource for educators, educational administrators, educational leaders, educational planners, policymakers, professional development facilitators, professionals, researchers, scholars, academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This study investigates the role of soft skills, particularly self-discipline, communication skills, interpersonal relationships and the over-optimism, in the post-college transitions of HVET students in China. The primary objective was to explore how these competencies influence students’ ability to navigate employment and further education trajectories. The research adopted a longitudinal qualitative methodology, including interviews during 15 months with 26 HVET graduates who took different post-college pathways: the school-to-work transition and the college-to-university transition. Data were collected through follow-up semi-structured interviews to capture participants’ lived experiences, challenges, and strategies in managing interpersonal relationships, setting post-college goals, and adapting to new environments. The study highlighted the pivotal role of soft skills, particularly self-discipline and emotional intelligence, in facilitating HVET students’ post-college transitions. Self-discipline supported effective goal-setting and perseverance, while Emotional Intelligence (EI) fostered better communication and conflict resolution, easing workplace integration. Conversely, low self-regulation and over-optimism led to unrealistic expectations, contributing to challenges during the transition. The findings suggest that enhancing soft skills training, with a focus on self-regulation and emotional management, is crucial for improving transition outcomes and helping students navigate the complexities of entering the workforce. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Integrated industry engagement has become a vital aspect of higher education, particularly ensuring curricular relevance in postgraduate programmes. This is especially significant in the complex field of Tourism and Hospitality (T&H), where equipping students with both hard and soft skills is essential for navigating the evolving workplace. Informed by Experiential Learning Theory (ELT), this paper examines the enhancement of tourism education in two postgraduate T&H courses. These courses incorporated interviews with key industry figures as part of their assessments. Employing duoethnography, the research involved analyzing the reflections of two T&H educators, along with a review of assessment outcomes and course evaluations. The findings reveal that incorporating industry interviews enriches classroom discussions and bridges the gap between theory and practice. Furthermore, this approach fosters technological proficiency and improves the overall quality of students’ assessments, resulting in a more practical and insightful learning experience within T&H courses. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research aims to develop a STEAM-based Project-Based Learning (PjBL) model (Science, Technology, Engineering, Arts, and Mathematics) assisted by Android in Informatics subjects at SMK. This model was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to ensure its effectiveness and usefulness in improving student competence. With the integration of technology and a project-based approach, this model is expected to improve students’ skills in problem solving, creative thinking, technical skills, and soft skills. 21st-century learning demands a learning model that is able to develop student competencies, especially in the aspects of critical thinking, creativity, communication, and collaboration (4C). The challenges of the industrial revolution 4.0 also require vocational education, especially in SMK, to produce graduates who are work-ready and able to adapt to technological developments. However, the low absorption rate of SMK graduates in the industrial world indicates a competency gap that must be addressed. Therefore, an innovative learning model is needed that can integrate 21st-century skills with industry needs. The results of this study are developing a STEAM-based project-based learning model. It has validity, practicality, and effectiveness that has been tested so that it is feasible to use in informatics subjects in vocational schools. The implications of this research can improve student learning outcomes in terms of cognitive, affective, psychomotor, and improve student soft skills. Thus, this learning model can be an effective alternative in supporting Informatics learning in SMK to face the challenges of the digital era and industrial revolution 4.0. © 2025; Los autores.

Communication skills are an essential transferable skill for graduates and, for bioscience students, science communication skills are fundamental to achieving success. Increasingly, development of enhanced wider transferable skills, often outside of normal bioscience curricula, is required during university study for graduates to achieve positive outcomes amongst an increasingly competitive job market. Innovative approaches to improve student development, confidence and skill gain are therefore required to maintain positive graduate outcomes. Using science communication as a focal point, a novel three-week summer project was developed to provide a platform for first year bioscience students’ skill gain, with a view to enhance participants’ employability particularly for attaining competitive industrial placement year positions. The project was delivered entirely remotely via Zoom and Microsoft Teams and required participants to complete three communication-focused assessments centred on recent papers highlighted by the University's Press Office. The pedagogical impact of this summer project was evaluated through pre- and post-project surveys from four iterations of the project (2021–2024) focusing on participants’ self-evaluation of skills aligned to the University's Graduate Framework. To date, 89 Level 4 bioscience students at a research-intensive UK university (and its Malaysian sister campus, n = 8) have completed the project. Project participants primarily wanted to improve their Academic Writing (93 %), Communication (85 %) and Research (89 %) skills as well as their Critical Thinking (72 %), Teamwork (74 %), Collaboration (59 %) skills and Confidence (68 %). Post-project, significant increases in 16 of 18 skills were reported by participants (P < 0.05). Of 29 participants that wanted to secure a placement year, 21 (72 %) went on to do so and a longitudinal survey of these participants (n = 16 respondents) revealed they evidenced the project in their applications (100 %, n = 16) and 75 % (n = 12) were specifically asked about the project at the interview stage, using the project as evidence of transferable skill development. The project has demonstrated strong potential to boost participants’ skill development and employability, while providing a platform for academic improvement and transnational engagement. With a simple focus on communication skills and an accessible, adaptable format, the project provides a framework for other institutions to utilise to enhance student outcomes in the biosciences and beyond. © 2025 The Authors