Search Results for
"education"

This article conducts a bibliometric analysis on gender disparities in STEM (Science, Technology, Engineering, and Mathematics), with a particular focus on Engineering. Despite the increase in graduation rates among women, their representation in these fields remains low. The research examines the most relevant scientific contributions published between 2015 and 2023 on women’s participation in STEM, based on an analysis of the 200 most cited articles. The analysis was conducted in two main phases: content analysis and network analysis. In the content analysis, key trends and challenges faced by women in STEM and Engineering were identified, with emphasis on education, inclusion, diversity in the professional environment, gender inequality, and career support policies. The network analysis, conducted using the VoSviewer software, revealed clusters of relevant keywords such as “gender equality,” “women in STEM,” and “diversity,” allowing the identification of priority areas for future research and interventions. The results point to the need for interdisciplinary approaches to overcome the structural and cultural barriers that still limit women’s participation in these fields. The analysis revealed that adapting educational practices, professional support policies, and mentoring programs are essential to improve the retention and success of women in STEM. The research also highlighted the importance of addressing racial and gender inequalities, suggesting that public policies and institutional actions need to be more effective in promoting equity. The study concludes that, to foster greater diversity and inclusion in STEM, ongoing collaboration between academia, institutions, and governments is essential. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended Learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Entrepreneurship education fosters economic growth and career development, yet innovative learning methods and research on openness to experience and creativity remain underexplored in higher vocational education. This study proposes the PjBBL-DT learning model and evaluates its impact on openness to experience and creativity through a 15-week 3-phase quasi-experiment with 61 first-year Chinese vocational students, using PjBBL model in Phase I and PjBBL-DT model in Phases II-III. Five experts evaluated the model, with mean and standard deviation scores indicating high quality. Repeated measures MANOVA revealed a significant improvement in creativity in Phase II, with no significant difference between Phases II and III, suggesting both immediate effects and retention. Openness to experience increased progressively across phases, demonstrating significant improvement but limited retention effect. The findings confirm the model's effectiveness in entrepreneurship education for higher vocational colleges. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: This short report introduces an application of curriculum mapping in a postgraduate health professions continuing education setting. Our focus is on the Health Professions education Evaluation and Research (HPEER) Advanced Fellowship Program, a national interprofessional 2-year program offered through the Department of Veterans Affairs. Methods: We designed an Excel-based tool to align HPEER domains and competencies with curricular elements. An interprofessional team conducted an independent review of the curricula, ensuring consistency and accuracy in the mapping. Discrepancies were reconciled to maintain consistency. Results: The pilot use of the curriculum mapping tool showed that all planned competencies appeared in at least two sessions per year, with each competency appearing a median of six times. The curriculum featured a balance of didactic and interactive sessions, ensuring diverse learning experiences. Discussion: Our curriculum mapping tool demonstrates a program-wide approach, enabling program leaders to oversee the comprehensive alignment of educational content with fellowship goals. This approach enhances transparency and stakeholder engagement, offering a fresh perspective on curriculum mapping in postgraduate interprofessional education. Our method demonstrates significant potential for quality enhancement in various continuing education settings and demonstrates that CM need not rely on complex digital platforms to be effective. © This material is published by permission of the Health Professions education, Evaluation and Research Advanced Fellowship Coordinating Center, operated under the Department of Veterans Affairs under Grant No. #3HPECCD2020. The US Government retains for itself, and others acting on its behalf, a paid-up, non-exclusive, and irrevocable worldwide licence in said article to reproduce, prepare derivative works, distribute copies to the public, and perform publicly and display publicly, by or on behalf of the Government.

Artificial intelligence (AI) has been introduced into tools and technologies, such as chatbots, for language teaching, allowing educators to better meet the needs of individual students. Chatbots may act as virtual tutors in online learning environments, giving students the ability to access leaning support as needed. Chatbots can improve educational accessibility for students with special needs or those in resource limited areas. Challenges and ethical considerations, including data privacy and algorithmic bias, must be addressed to effectively harness the transformative opportunities AI presents to enhance learning personalization and efficiency. Harnessing Chatbots for Effective Language Teaching addresses the problem of traditional language teaching methods, which often fail to meet the diverse needs of learners. It provides insights and tools to effectively integrate chatbots into educational practices, thereby improving the learning experiences on a global scale. Covering topics such as task-based teaching, gamification, and student wellbeing, this book is an excellent resource for educators, technologists, EdTech developers, policymakers, researchers, scholars, academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This study focuses on developing a predictive modeling system to identify early signs of underperformance in vocational education, critical for building a skilled workforce. Addressing challenges like high dropout rates and inadequate graduate preparedness, the system utilizes machine learning techniques such as Neural Networks, Decision Trees, and Logistic Regression. Implemented in Python, it analyzes key features like academic records, attendance, engagement, and socioeconomic factors. Preprocessing steps, such as data cleaning and feature engineering, were implemented, and transfer learning was employed to adapt the model. This combination of feature engineering and transfer learning enables the transfer of knowledge from academic settings to vocational education by identifying and leveraging shared characteristics between the two domains. The system provides real time insights through automated reports and notifications, enabling targeted interventions to improve retention and graduation rates. This scalable approach advances educational technology and informs policies to enhance vocational education outcomes. © 2025 IEEE.

Purpose: Integrating diagnostic error and malpractice cases into clinical reasoning education may enhance diagnostic reasoning by highlighting atypical presentations and diagnostic risks in complex contexts. While emotionally engaging, these cases might also affect information retention. This study examines how malpractice, error, and neutral case presentations influence recall for different information types and their interaction with learners’ interest, satisfaction and anxiety levels. Methods: In this two-phase between-subjects experiment, 89 first-year general practice (GP) residents reviewed four clinical vignettes in either malpractice, diagnostic error, or neutral formats. Vignettes were structurally identical, with claim-related details in malpractice versions replaced by general medical information in others. Anxiety was measured pre-and post-exercise. After a one-hour filler task, participants completed a free recall task, and their interest and satisfaction levels were assessed. Recalled idea units (clinical case-specific, medical-theoretical, claim-specific) were analyzed using ANOVAs. Results: Anxiety, interest, and satisfaction levels remained similar across conditions. The proportion of total recalled idea units did not differ significantly (malpractice 11.38%, neutral 12.91%, error 13.12% p = 0.57). However, malpractice participants recalled fewer clinical case-specific units (malpractice 12.19%, neutral 19.43%, error 15.87% p = 0.007) while recalling more claim-specific units compared to medical-theoretical units in the other conditions (malpractice 7.23%, neutral 0.42%, error 1.3% p < 0.001). Conclusion: GP residents retained fewer clinical case-specific details from malpractice claim vignettes than from neutral vignettes, with the missing information substituted by claim-specific details, without an increase in anxiety or interest. Further research is needed to understand the long-term impact of these differences on future diagnostic accuracy in clinical practice. © 2025 The Author(s).

Technology is an ever-evolving topic at the forefront of conversations in education. For example, the use of artificial intelligence (AI) has highlighted the need for further discussion on its use in advanced learning. Within institutes of higher education (IHEs), students prepare for digital literacy and ever-changing technology tools. Due to the nature of this technological evolution, IHEs and future employers often work quickly. Further exploration may assist in collaborations and partnerships that streamline and strengthen the work related to increasing digital literacy. Institutes of Higher education (IHE) and Workforce Collaboration for Digital Literacy explores methodologies and strategies that highlight the collaboration between IHEs and the workforce. It highlights cutting-edge research on silo removal between IHEs and future employers pertaining to technology integration. Covering topics such as educational silos, technology access, and university libraries, this book is an excellent resource for educators, business owners, researchers, scholars, academicians, and more. Coverage: The many academic areas covered in this publication include, but are not limited to: • Digital Literacy • Educational Silos • Generative Artificial Intelligence (GAI) • Higher education • Information And Communication Technology (ICT) • Institutes of Higher education (IHEs) • Mental Well-Being • Open Online Courses • Rural Vocational Schools • Sustainable Development Goals (SDGs) • Technology Access • University Libraries • Workforce Collaboration © 2025 by IGI Global Scientific Publishing. All rights reserved.

Based on social cognitive theory, this study investigates the deepening mechanism of cross-cultural communication through innovative talent cultivation models in media education between China and Malaysia. A total of 1,350 questionnaires were distributed, with 1,156 valid responses collected, including 582 samples from China and 574 from Malaysia. The findings reveal: From the perspective of socio-cultural environmental influence, cultural difference cognition (77.9%) and cultural values (78.0%) show the most significant impact, with Malaysian students demonstrating stronger cultural adaptation capabilities due to their multicultural environment advantages. Regarding educational environmental influence, curriculum design (82.4%) and teaching method innovation (79.5%) are key factors, with differences existing between the two countries in educational philosophy and practical models. In terms of media environmental influence, media usage competency (81.2%) and media exposure level (78.6%) have substantial impacts.The cross-cultural adaptation process exhibits distinct developmental stages: psychological adjustment experiences an initial conflict period (1-2 months), active adaptation period (3-6 months), and stable development period (over 6 months); cultural identity construction undergoes initial cognition (1-3 months), deepened understanding (4-8 months), and integration (over 9 months); capability development progresses through basic construction (1-3 months), capability enhancement (4-6 months), and comprehensive development (7-9 months).The assessment of cultivation effectiveness indicates that 84.5% of students achieved expected levels in knowledge mastery, 85.6% demonstrated significant improvement in cross-cultural competence, and 83.2% showed good environmental adaptability. It is recommended to strengthen China-Malaysia media education cooperation, innovate cultivation models, optimize curriculum design, enhance practical components, and establish effective cross-cultural support systems to promote students' comprehensive development in cross-cultural communication capabilities. © 2025 by author(s).

In Norway, all subjects in vocational education and training (VET) must be passed in order to obtain a certificate of apprenticeship (Opplæringsforskrifta, 2024, § 9-48). Among these subjects is English, a subject in which students are expected to have a high level of English competence, based on ten years of learning English in primary school. These expectations are also placed on newly arrived students who have not learned English before coming to Norway. In other words, there is a lack of specific policy to meet the unique needs of students who do not have a background from the Norwegian school system. In this article, we shed light on the clash between English proficiency requirements in Norwegian vocational education programs and the life experiences of newly arrived students. More specifically, we examine how VET as a particular configuration of time and space, a chronotope (Bakhtin, 1981), interacts with the English subject and can lead to schizochronotopic experiences (Hadži-Muhamedović, 2018) for the newcomers and their teachers – experiences of being in the wrong place at the wrong time. The article is based on linguistic ethnographic fieldwork investigating the transition from combination classes to vocational education programs for newly arrived students. The empirical material consists of field notes and interview transcripts. The analysis shows that English is perceived as a significant barrier in the education for many of the newly arrived students, and that schizochronotopic tensions characterize both students’ and teachers’ experiences with the subject. We conclude that English needs to be developed into a more differentiated subject that not only reflects Norwegian chrononormativity, but that can also accommodate and take into account all students in VET, regardless of background. ©2025 Author(s).