Search Results for
"education"

China’s transition from Made in China to “Created in China” underscores the urgency of effective school-enterprise cooperation to cultivate innovation-ready talent. Despite policy emphasis on industry-education integration, fragmented governance, misaligned incentives, and low enterprise engagement persist, reflecting gaps in both theory and practice. Grounded in stakeholder theory and collaborative governance frameworks, using a mixed-methods approach, data were collected from private enterprises and vocational colleges across diverse regions in China, employing a validated questionnaire to assess collaboration models, strategic alignment, and outcomes. The usable sample size was n=193 respondents. Furthermore, findings reveal that innovation-centric models, such as Industry-Academic-Research Integration, exert the strongest influence on partnership success, while strategic coherence defined as aligned objectives and adaptive governance emerges as a critical mediator between collaborative processes and outcomes. Modern apprenticeships demonstrate moderate efficacy, particularly in sectors with stable skill demands, whereas demographic factors show negligible impacts. The study’s novelty lies in its stratified, context-sensitive model, which diverges from rigid international frameworks by accommodating regional economic disparities and sectoral heterogeneities. By integrating institutional theory with practical governance mechanisms. © 2025 by the authors; licensee Learning Gate.

One of the primary reasons contributing to the high unemployment rate in South Africa is the substantial portion of the South African population lacking sufficient education and training. Employers’ endeavour to generate new employment opportunities during challenging economic times is compounded by the urgent demand for a skilled South African workforce equipped with the specific skills desired by employers. These adverse conditions elucidate the pivotal importance of mechanisms, such as tax incentives, in encouraging employers to create new employment opportunities and to upskill employees through on-the-job training. The purpose of this chapter is to evaluate the design variables of prevailing South African employment tax incentives in terms of their support and encouragement for employers to create semi-skilled and skilled employment opportunities through on-the-job training in South Africa. To achieve this, an inductive research approach is employed, utilising both a literature review and comparative analyses as research methods to qualitatively analyse various design variables of employment tax incentives in South Africa. Subsequently, these design variables are compared with employment tax incentives of Australia and Canada by examining their tax legislative requirements and practical applications. This chapter contributes by highlighting specific design variables embedded within employment-related tax incentives that may discourage employers from utilising them. Finally, this chapter makes recommendations to inform the South African tax regulator on potential amendments that could enhance the attractiveness of the prevailing South African employment-related tax incentives for creating semi-skilled and skilled employment opportunities through on-the-job training. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

The goal of Vocational education and Training (VET) in Chile is to prepare students to transition to the labour market as well as progressing to tertiary education, and some vocational secondary schools have engaged in Project-Based Learning (PBL) to achieve this goal. However, there is limited research examining the reasons for adopting PBL, the conditions associated with its implementation and how vocational secondary schools organise internally. This paper explores the experience of three vocational secondary schools that have demonstrated sustained improvement and identify PBL as instrumental for their success. Focus groups with school leaders and teachers were carried out to explore why did schools adopt PBL, what conditions facilitated or hindered its implementation, and how was this organised internally. Findings show that PBL purpose is centred around developing students’ labour competences and autonomy as well as interdisciplinary articulation, while key conditions for its implementation are leadership support, collaborative culture, resources, and professional development and training opportunities. However, the three schools differed in the way they organised internally to implement PBL. The paper discusses the relevance of collaboration and collective agency for the adoption and implementation of PBL in vocational secondary schools, and implications for stimulating the adoption of PBL in similar contexts. © 2025 The Vocational Aspect of education Ltd.

Theoretical knowledge is crucial for effective Arabic language teaching. However, it must align with teachers’ beliefs to influence classroom practices and impact learning outcomes, as teachers’ beliefs and classroom practices dynamically influence one another. This study aims to explore the theoretical beliefs of Arabic language teachers regarding to the approach to learn Arabic and to examine the relationship between teachers’ theoretical beliefs and their classroom practices. This study used a quantitative approach with a correlational method to investigate the theoretical beliefs of Arabic teachers regarding to the approach to teaching Arabic and the relationship between these beliefs and classroom practices. The research population consists of 37 teachers with 5 qualified teachers to be observed in their classroom practices based on the purposive sampling. Data were collected through questionnaire and observation, and Spearman’s Rank Correlation analysis was used to analyze the data. The results show that 1) Arabic language teachers have three different types of theoretical beliefs there are Dominant, Dual, and Multiple Beliefs in which Dual beliefs are more dominant than the other beliefs. 2) There is a positive relationship between the theoretical beliefs of Arabic teachers and their classroom practices. This study highlights the importance of pedagogical implications for the education of Arabic language teachers. It also to recommends that teacher training programs are designed to supply necessary skill to instructors to explore diverse theoretical and methodological approaches to Arabic language teaching, with an emphasis on the importance of a positive relationship between belief and practice. © 2025 Aidillah Suja, Muassomah Muassomah, Sutaman Sutaman, M. Abdul Hamid & Abdul Wahab Rosyidi.

Purpose: Students in higher education (HE) and Technical Vocational education and Training (TVET) represent a significant source of future entrepreneurs. While pro-entrepreneurial traits like core self-evaluation (CSE) are vital, little research explores the environmental factors shaping CSE in these groups. Our study addresses this void. Design/methodology/approach: Data was captured using a cross-sectional survey of 221 HE and TVET students, and hierarchical regression to model CSE based on a number of environmental factors, namely social conditions (role models, parents with HE) and experiential factors: full-time work experience (FTWE), self-employment experience (SEE), and entrepreneurship education (EE), while controlling for age and gender. Findings: Parents with HE positively associated with CSE among TVET students but not HE students. Overall, the study found that TVET and HE students do not share a mutual set of experiential factors associated with their CSE; FTWE and SEE were linked to higher CSE among HE students, but this was not the case among TVET students. Conversely, EE was positively associated with CSE among TVET students but not among HE students. There was a mean difference of −0.10 for our TVET sample. Originality/value: Our study is among the first to comparatively examine external influences on potential entrepreneurs’ CSE, focusing on HE and TVET students—two distinct entrepreneurial pathways. We extend the literature on CSE and entrepreneurship by shifting beyond individual traits to social and experiential factors, offering new insights with implications for EE and public policy. © 2025, Emerald Publishing Limited.

Universities increasingly recognize that personal attributes influence how students learn, process information, and develop competencies. Identifying factors that impact students' interests and motivations is crucial for understanding their decision-making and problem-solving in education. This study presents the results of an analysis exploring the relationship between the development of the complex thinking competency and Allport's categories of values among a sample of Mexican university students. Using multivariate descriptive statistical methods, including analyses of means, standard deviations, and boxplots, we examined the associations between students' perceived development of complex thinking and their dominant personal values. The findings demonstrate a link between complex thinking and its subcompetencies with the six types of values proposed by Allport, revealing a concordance between value profiles and corresponding thinking characteristics. This study contributes to the understanding of how personal values influence competency development, offering a novel perspective on integrating psychoemotional factors in education. By addressing both variables, educators can enhance the development of complex thinking by strengthening specific values in students' professional profiles, ultimately leading to more effective educational strategies. © 2025 Common Ground Research Networks. All rights reserved.

Innovations in teaching and collaboration between businesses and universities can lead to improved learning outcomes and various benefits in international business (IB) practice. The Triple Helix Model (THM), incorporating government involvement, serves as a fundamental framework for this collaboration. This research, grounded in the THM and employing Challenge-Based Learning (CBL) as an innovative educational approach, aims to conceptualize the key drivers of successful university-business collaboration, by emphasizing students’ engagement. Focused on students enrolled in the Export Management undergraduate specialization at a Lithuanian higher education institution, this study employs a qualitative approach, involving in-depth interviews with students, teachers, social partners, managers, and representatives from government institutions. The study concludes that student engagement is the primary driver of successful collaboration in IB education between universities and businesses. This engagement is influenced by a wide range of second-tier factors, including assignment organization and delivery, as well as the motivations, expectations, and perceived benefits of students and other stakeholders involved. The conclusions of the study highlight the implications for educational practice and policy, emphasizing the need for effective student engagement strategies. This article also illustrates the application of the CBL approach within a business and entrepreneurship curriculum, with a particular emphasis on its integration into IB education. © 2025 Taylor & Francis Group, LLC.

This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called COMPUAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called CompuAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. A mixed methodology combining Likert scale-based questionnaires, AEQ emotional evaluation questionnaires, and direct observations was adopted to collect information on students’ academic performance and emotions. The questionnaires were designed to assess both the cognitive and emotional impact of AR. Statistical methods were used for data analysis, including analysis of variance (ANOVA) comparing the effectiveness of AR versus traditional teaching methods. The results showed that applying CompuAR significantly improved participation by improving students’ emotions and cognitive learning, especially those with special educational needs. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Recent technological advancements have further fuelled the ever-evolving dynamics of future employability. This enhanced the avenue of graduate employability to the forefront of university education across the globe. Universities are striving to provide and equip graduates with capital that complements their sense of employability. This is more particular in a struggling economy like Pakistan, where half a million graduates enter the workforce annually. This study was designed to investigate how psychological capital (PsyCap) and study crafting influence business students’ quality of university life (QoUL) and perceived employability. The study utilised an adapted instrument across a sample of 638 business undergraduates and employed structural equation modelling (SEM) for estimating measurement and path models. The results revealed that higher PsyCap directly improves QoUL. Critically, students who actively crafted their tasks experienced an even stronger positive impact of PsyCap on their university experience. These findings highlight the importance of fostering both psychological capital and study crafting skills within universities to enhance QoUL and perceived employability in the face of increasing academic demands. The findings of the study offer actionable insights for higher education institutions seeking to improve students’ experiences, particularly in a thriving economy and populous hub like Pakistan. The model offers avenues for further research on imperative predictors of students’ perceived employability. © 2025 UCU.

Purpose: The aim of this study is to examine the characteristics of firms that influence their hiring decisions regarding the share of newly hired apprentices with Abitur and maximum lower secondary certificates. Design/methodology/approach: The study uses 2,004 training firms of the BIBB Qualification Panel data from 2013 to 2018 to estimate fixed-effects regressions analysing the effect of firms’ qualification structures and recruitment problems on the share of newly hired apprentices with Abitur (highest German secondary school-leaving certificate) and maximum lower secondary certificates (in German maximal Hauptschulabschluss). Findings: The results indicate that firms with a higher qualification structure hire a higher share of apprentices with Abitur. However, the effect gets insignificant once controlling for the share of applicants with Abitur. Further, the study suggests that firms reduce their requirements on the school-leaving certificate of VET applicants when they suffer from unfilled training positions. Moreover, the share of applicants with Abitur and maximum lower secondary certificate has high explanatory power for the share of newly hired apprentices with these certificates. Originality/value: The study highlights the role of firms in facilitating the transition of young people entering dual VET in Germany, whereas most studies so far have focused on the individual level. Further, the study contributes to the understanding of firms’ hiring processes of apprentices beyond the question of whether a firm provides VET at all and could be used for designing labour market policy programs for youth. © 2025, Anett Friedrich.