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"education"

Entrepreneurship is a vital economic engine, but Indonesia's entrepreneurial rate is lower than other ASEAN nations, prompting government intervention to encourage student entrepreneurship. Due to the uncertainty, resource constraints, and diverse abilities required to start and run a business, many students are hesitant to pursue entrepreneurship. This study examines how entrepreneurial education activity promotes business opportunity recognition, perceived behavioral control, and entrepreneurial attitudes, which impact entrepreneurial intention and action using the Theory of Planned action framework. This study also examines how perceived university and government assistance might bridge the gap between student entrepreneurship intention and behavior. Using judgmental sampling, data from 483 Indonesian student entrepreneurs were collected online and analyzed using PLS-SEM for hypothesis and moderation testing. The findings indicate that entrepreneurial education activity improves business opportunity identification, perceived behavioral control, and entrepreneurial attitudes. Entrepreneurial attitude enhances both entrepreneurial intention and behavior, whereas perceived behavioral control has a direct impact on entrepreneurial behavior. Recognizing business opportunities emerges as a strong motivation for entrepreneurial behaviour. Furthermore, perceived university support positively influences entrepreneurial behavior, whereas government support positively moderates the association between intention and behavior. These results highlight the significance of education and institutional support in developing student entrepreneurship. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This open access volume explores the transformative role of Research Cognitive Theory (RCT) in education, emphasizing its application in fostering curiosity, creativity, innovation, problem-solving skills, and cognitive development across all educational levels in students and professional development in teachers. Through detailed discussions on integrating research-based learning with STEM education, the book offers practical insights for educators, researchers, and policymakers aiming to enhance teaching methodologies and student outcomes. By bridging the gap between theory and practice, this work serves as a vital resource for those seeking to cultivate inquiry-driven learning environments. Readers benefit from actionable strategies, case studies, and a comprehensive understanding of how RCT can revolutionize modern education. © The Editor(s) (if applicable) and The Author(s) 2025.

Reflective Teaching Practice (RTP) emerges as a quintessential consideration and strategic framework aimed at transcending the mere mechanical execution of educational duties in higher education. This research examines how ongoing RTP supports curriculum alignment. Eight lecturers from a school of chemistry participated in semi-structured interviews. Specifically, the study was interested in what, if any, were the RTPs that resulted in changes. Reflective practices are indispensable for educators aspiring to achieve pedagogical excellence, thereby developing employability skills, also known as graduate skills, such as critical thinking skills in students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The experience described here presents a series of educational strategies implemented in recent years at some architecture schools in Spain, Italy, and Bosnia and Herzegovina. These institutions have turned to non-formal learning to overcome certain limitations university structures face when promoting architecture education from a social and environmental responsibility perspective. One of the main obstacles encountered in formal learning arises from knowledge segmentation and the difficulty of articulating different academic programmes for a comprehensive understanding of sustainability. This problem affects many technical disciplines related to the design and construction of our environments. Rather than projecting a fragmented or localised view of the problem, architectural education can incorporate strategies that promote cross-disciplinarity and transdisciplinarity, as well as a strong international dimension capable of bridging different areas of knowledge. Therefore, developing a holistic perspective on the territory and its landscapes and an awareness of the long-term impact of human works requires a re-evaluation of teaching beyond the comfort zone. This text aims to expose different methodologies for successful case development through educational innovation, which have needed to transcend the boundaries of traditional teaching, sometimes through experiences outside the classroom, allowing for a more effective understanding of the social and environmental dynamics of local and global spaces. © The editors and contributors severally 2025. All rights reserved.

This study explores the use of a Virtual Reality (VR) application developed based on the syllabus of basic engine maintenance for the automotive program offered at vocational schools. The VR environment has been shown to enhance traditional paper-based teaching by reducing wear and tear during practical lessons. For stakeholders such as school principals and teachers, VR is particularly valuable as it minimizes the risk of damaging real engines during training, leading to cost savings. Additionally, students who used the VR application demonstrated significant improvement in hands-on skills, compared to those who only received traditional classroom instruction. Without the VR application, students often struggled to visualize real-world engine maintenance, resulting in poorer performance during practical exams. The VR application is designed with a laboratory environment and utilizes a first-person perspective to engage users. It incorporates 6-Degrees of Freedom (6-DoF) VR learning modules and covers three core lessons: replacing a valve cover gasket, removing a gasket from the exhaust manifold, and replacing a gasket on the intake manifold, all of which are part of the basic engine maintenance syllabus. Each lesson is assessed at three levels, focusing on flow, engine cleanliness, gasket replacement, torque order, and overall performance. A single-subject, multiple levels testing design was used, supported by qualitative surveys. The study took three months to complete, during which participants attended their regular classes, used the VR application before their practical sessions, and then completed the preliminary survey. A non-randomized controlled evaluation with a total of 39 respondents is carried out, and the significant potential of VR in enhancing the students' perceived knowledge gains, learning experience and practical skills development is discussed in detail in this paper. © 2025 SPIE.

This chapter presents six different ways of using technology for blended learningandshowsthepossiblebenefitsofincorporatingblendedlearningintheengi neering education ofBangladeshinparticularandothersimilarcontexts ingeneral. It further proposes anindustry-focusedactivity-oriented teaching model forfacilitating student-centered teaching in engineering contexts by using blended learning. This chapter provides useful information that will assist in farming teachers’ attitudes toward using blended learning in classroom teaching. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Background/purpose. This research aims to explore each component of the cognitive autonomy of Indonesian students, who are mostly 17 to 20-year-olds. Materials/methods. Quantitative method with survey types was used in this research. The research sample consisted of 100 first-semester students at the Faculty of Teacher Training and education, Universitas Sebelas Maret (12 male and 88 female students). The research sample was spread across 20 teacher training and education faculty study programs. The research sample consisted of 100 respondents. Questionnaires were used to collect data. The instrument's validity was tested using product-moment correlation with a score of 0.195 (valid). The instrument's reliability was tested using the Cronbach alpha formula, with a 0.79 (reliable) score. The data was analyzed using descriptive statistics with the Microsoft Excel application. Results. The research findings show that students' cognitive autonomy was adequate, with an indicator of evaluative thinking obtaining 4.13 (82.54%), voicing opinions at 3.66 (73.20%), decision-making at 3.91 (78.10%), self-assessment at 3.48 (69.60%), and comparative validation at 3.91 (78.20%). The indicator of evaluative thinking becomes the most dominant, while the indicator of self-assessment becomes the lowest indicator. The score acquisition is caused by age, gender, peers, teacher's role, social condition, academic performance, learning environment, learning experience, emotional state, learning motivation, education, and student habituation. Conclusion. This research concludes that most students have had cognitive autonomy, which is characterized by the possession of all indicators of cognitive autonomy. Future research is recommended to conduct research in early childhood to support the elements of cognitive autonomy appropriately, as well as research that focuses on emotional and behavioral autonomy to observe greater potential. © The Author(s), 2025.

This study examines Thai university students’ perceptions of Interactive Response Systems (IRSs) in fully online English instruction, addressing the limited research on their use in virtual classrooms. A mixed-method approach, involving surveys and interviews with 289 participants, revealed generally positive perceptions of IRSs as tools that enhance engagement, motivation, and goal achievement. Female students reported higher satisfaction and comprehension, while frequent users experienced stronger engagement and learning outcomes. Students with a preference for English expressed more favorable views of IRSs, particularly in aiding comprehension and achieving learning goals. However, challenges such as technical issues, pacing, and consistent implementation were highlighted, particularly by less frequent users. By focusing on IRSs in fully virtual environments, this study contributes to the under-explored area of IRS applications in online English instruction. © 2025 IGI Global. All rights reserved.

The STAD type cooperative learning model is a practical educational technology innovation solution that allows students to engage in practical activities. This study aims to analyze the implementation and effectiveness of this model in the power system grounding course. The results obtained by the product in all aspects of the assessment are categorized as very valid, with an average of 0.92. The practical assessment of lecturers has a practical category, and students are also declared practical with an average of 96. The effectiveness of the cooperative learning model has been measured, including aspects of the affective, cognitive, and psychomotor domains, in experimental and control class students who use conventional learning models with cooperative learning, with an average of 86. Descriptive data showed that in the experimental group, the pre-test value was 62 and the post-test value was 86, with a difference of 22, while in the control group, the pre-test value was 64 and the post-test value was 76, with a difference of 12. So, the value in the experimental group was higher than that of the control group. The independent sample t-test analysis results show that the value of Sig. (2-tailed) = 0.000, so it can be stated that the STAD type cooperative learning model is more effective in improving student learning outcomes in the Power System Grounding course, so that it can be a practical choice of learning model in the future. © (2025), (Insight Society). All rights reserved.

Generative AI (GenAI) is believed to support generational learning. However, there is no single study that examines the use of GenAI for self-directed learning (SDL), active learning (AL), and critical thinking (CT) of different cohorts of adult learners. Specifically, in the field of adult education, there are limited studies on the effect of GenAI on teaching and learning. This study employs a cross-sectional quantitative design to examine the relationships between SDL, AL, and CT in the context of adult learners' use of GenAI tools like ChatGPT. It considers how demographic variables moderate these relationships. The study was underpinned by the SDL theory by Tough in 1971. An analysis of 281 survey responses of adult learners grouped by generation from five (5) adult higher education institutions in Ghana was performed using descriptive statistics, ANOVA (analysis of variance), and SEM (structural equation modeling). The study's findings indicate that GenAI is perceived as having a significant positive effect on the SDL, AL, and CT of adult learners. A significant positive interrelationship was observed between SDL, AL, and CT. Demographic factors involving gender, year born (generational group), education level, and mode of learning had a perceived significant positive effect on SDL, AL, and CT. Notably, no statistical mean differences were found in the use of GenAI for SDL, AL, and CT across generational groups. The findings advocate for the effective adoption of GenAI to foster lifelong learning among adult learners. Developers of learning technologies and higher education leaders should ensure an inclusive GenAI design. © 2025 The Author(s)