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"learning"

Authentic assessment is widely recognised as a strategy for preparing university students for future. Although the use of digital technologies in authentic assessment is increasing, there is limited understanding of why and how educators choose to integrate technology in these practices. We conducted an exploratory qualitative study through semi-structured interviews of 21 university educators from diverse disciplines and institutional contexts to explore their approaches. Using reflexive thematic analysis, we identified four pedagogical purposes guiding technology use: enhancing disciplinary learning, supporting workplace readiness, fostering personal development, and enabling assessment delivery. The findings show that educators often adapt familiar and accessible technologies to support student learning, rather than prioritising novelty or innovation. Technology serves multiple functions across the assessment process, and its effectiveness depends on alignment with pedagogical intent and student needs. This study contributes to a more nuanced understanding of technology integration and offers practical implications for supporting purposeful and student-centred assessment design. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study examines the relationship between transformative experiences and adaptive performance within the Greek Public Employment Services (PES), with a focus on the moderating role of self-directed learning (SDL). Analyzing data from 620 public servants, results reveal that SDL significantly enhances the positive impact of transformative experiences on adaptive performance, particularly in creativity and interpersonal adaptability. However, the effects on reactivity in emergencies and training efforts were less pronounced. These findings support that fostering SDL in work-related learning can improve individual and organizational adaptability, offering actionable insights for stakeholders to develop initiatives that enhance service delivery and organizational efficiency. © 2025 Taylor & Francis Group, LLC.

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.

Introduction: Competency-Based Education (CBE) has become increasingly important in Chilean higher education since the 2006 reform, which aimed to improve educational quality. However, implementing CBE effectively poses challenges, particularly in developing assessments that adhere to CBE principles and are consistent across all university courses. To address this issue, the Competency Assessment and Monitoring (C-A&M) model was created. This study evaluates the effectiveness of C-A&M in standardizing course assessments within the CBE paradigm at the Pontifical Catholic University of Valparaíso (PUCV) in Chile. Methods: Two observational studies were conducted. The first study utilized a within-group design and included 20 Engineering courses. The second study employed a between-groups design, examining the perceptions of 109 instructors from various faculties, including Law, Economic and Administrative Sciences, Philosophy, and Education, among others. Results: The within-group study emphasized the need for better course assessment and alignment of learning objectives with competencies. It found a positive correlation between C-A&M and the effective implementation of CBE in university courses. The between-groups study showed a minor effect size but suggested a similar relationship. Discussion: Assessment based on CBE principles is not being effectively implemented at PUCV. Key areas for improvement include the evaluation plan, aligning learning objectives with competencies, and coordinating training with these objectives. The application of C-A&M has led to significant improvements, indicating a positive correlation between its use and these enhancements. © © 2025 Vargas, Arredondo, Heradio and Torre.

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.

Road bridges constitute critical infrastructure that ensures safe and efficient transportation. However, they are susceptible to damage caused by aging and external factors. For example, cracking, corrosion of members, surface delamination and various other types of deterioration progress depending on the material and structural type. Beyond the degradation of structural functionality and durability, such damage heightens risks to vehicles and pedestrians. Consequently, effective inspection and maintenance strategies are imperative. In this paper, we propose a digital twin system based on virtual reality and deep learning to train inspection engineers for various bridge types and maintenance management. The proposed system enables bridge inspection training within a virtual environment using a three-dimensional bridge model and provides real-time feedback to the trainees. Furthermore, the effectiveness of the proposed system is evaluated through its application to a road bridge on National Route 2, a critical transportation artery in Japan with high traffic volumes. © 2025 IEEE.

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.