Search Results for
"Higher education"

Background/purpose. Despite the contributions of existing literature, there is a clear deficiency in studies that systematically address the development of pedagogical acmeology skills as a core component of teacher training programs. This study aims to address this gap by examining pedagogical acmeology as a holistic approach to improving essential skills in future educators, aiming to understand how teacher training can be improved to meet contemporary educational demands. Materials/methods. This study employed a validated psychometric survey instrument designed to measure acmeological competencies—self-regulation, resilience, self-efficacy, and collaborative skills—among pre-service teachers. Data were collected from 174 participants using a Google Form during the autumn semester of the 2024–2025 academic year. The survey development involved an iterative process with expert review and pilot testing. Confirmatory Factor Analysis was used for validation. Descriptive and inferential statistical methods, including Mann-Whitney U and Kruskal-Wallis tests, were used to analyze demographic group differences and factor relationships. Results. Female pre-service teachers scored significantly higher than males in Self-Regulation and Reflective Practices and Self-Efficacy in Pedagogical Skills, while no gender differences were observed for Goal Orientation and Resilience or Collaborative Skills and Peer Learning. There were no significant correlations between age and the survey factors, and no significant differences were found across academic disciplines. The survey instrument demonstrated high reliability, with a Cronbach’s alpha of 0.89 and validity, with all factors showing significant loadings in the Confirmatory Factor Analysis. Conclusion. The findings highlight the importance of embedding acmeological skills in teacher education curricula to enhance professional excellence and adaptability in future educators. Gender differences observed in certain competencies suggest the need for targeted strategies to support male pre-service teachers. © The Author(s), 2025.

This article presents a pragmatic study that explored academics’ experiences of using digital learning environments to teach agricultural sciences at a South African historically disadvantaged university. The study aimed to investigate challenges faced in integrating technology and proposes a contextually responsive approach to digital platform adoption in rural university settings. A mixed methods approach was adopted, involving reflective activities, one-on-one semi-structured interviews, focus-group discussion, and document analysis. Triangulation enhanced credibility through classroom observations and quantitative data collection. Two main themes emerged: pedagogical effectiveness, highlighting efforts to align digital tools with academic standards, and institutional culture, highlighting cultural norms, social relationships, and contextual realities on academics’ experiences. Using UTAUT2 model, findings revealed that while academics recognised the potential benefits of using prescribed digital platforms, they often customise their teaching with casual/informal platforms to reflect their personal identities and meet the needs of agricultural science modules. The study introduces a Contextually Adaptive Tech-Enhanced Pedagogy model, designed to improve the personalisation and quality within digital learning environments at historically disadvantaged higher education institutions. This study contributes to the growing discussion on contextually adaptive digital teaching practices, offering insights for inclusive and transformative teaching experiences in agricultural sciences. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The increased adoption of three-dimensional (3D) digital prototyping software programs makes it necessary to train novice designers to use these programs efficiently. However, existing studies spanning from engineering to design education indicate that students feel incompetent in understanding 3D digital prototypes and navigating the software, so there is a need to find effective training methods. In the current study, training modules were developed to teach participants fit correction skills through an iterative problem-based learning (PBL) approach. A review of the literature was performed to develop the fit correction tasks and guide the module development process. Expert feedback was used to fine-tune the tasks and module interface. The current study explored the effects of PBL-based virtual reality (VR) training on learning how to correct two-dimensional (2D) apparel patterns to improve consequent 3D garment fit. Results indicated that the training module significantly improved spatial visualization and fit correction skills. Participants with higher apparel spatial visualization skills saw a higher improvement in fit correction skills because of the training. At lower spatial visualization skill levels, women saw a higher increase in apparel spatial visualization skills after the training than men but the difference between the learning outcomes across genders reduced when participants had higher spatial skills before training. These findings were supported by the results of qualitative data obtained through interviews. The participants found the PBL approach, immediate feedback, and aid in visualization through garment simulations beneficial for understanding the concepts. At the same time, they indicated that the training module could be used as a supplement to the traditional classroom but cannot replace the physical garment fitting practice. The findings of the study verified that PBL using virtual garment simulations can have a positive impact on learning outcomes and help identify the stage of education at which learners can be exposed to PBL. © 2025 Galada, Baytar. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

This article proposes the use of specialized computer models of measuring instruments using the example of using a measuring computer simulator in the study of the field of “Metrology, standardization and certification”. The purpose of this article is to improve the educational process when studying the basics of measurement in electronic devices by students of educational institutions of higher education. The purpose of the article is to describe the features of the creation and application of specialized computer models of measuring instruments in the form of a measuring computer simulator, which is developed and used in the educational process of the North Caucasus Federal University. The article develops a creative method of vocational training based on increasing the degree of student participation in the educational process. This makes it possible to increase the efficiency of the educational process and the value of innovative educational programs. Since the measuring computer simulator is based on the visualization of measuring instruments and their controls like the original measuring instruments, it has a novelty. The evaluation of the effectiveness of the developed computer-based learning tool in the educational process indicates that with its help it is possible to improve the educational process in relation to the development of students’ competencies in the practical application of measuring instruments and evaluation of measurement results. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Context: Most education systems equip graduates with the professional knowledge and cognitive skills needed to enter the world of work. However, there are other competencies also important for young graduates to become successful employees. Due to the growing uncertainty that characterizes the labour market, the demand for non-cognitive skills (communication, collaboration, critical thinking etc.) that support employee development potential and better integration has increased significantly. However, higher education institutions often transmit a culture that is different from that of workplaces. The aim of our study is to explore the role of the examined higher education institution in preparing students for the labour market. Our long-term goal is to support institutional development on the basis of this data. Methods: To answer these questions, semi-structured inteviews were conducted. Qualitative research methods were preferred, which offer the possibility of uncovering hidden mechanisms. The selection criterion for participants (n=18) was that they had obtained their diploma within the last three years, while, for the other portion of the interviewees, a selection criterion was that they were full-time students. The participants are students of the same rural higher education institution. To ensure the validity and reliability of the research results, personal triangulation was validated using the intercoding technique, which is suitable for a priori coding. Results: The results confirmed that higher education institutions provide a good foundation for entering to the labour market, but the development of broad competencies is less advanced. Frequent reference was made to the dominance of theory at the expense of practical orientation. Additionally, participants emphasized that they did not see relevance of the course material and its future applicability to the labour market, and, in some cases, they mentioned problems relating to the attitudes of instructors and the quality of the training provided for the students. A portion of the undergraduate students who work (in addition to being in school) believe that they acquired the most important skills during student employment and not during their higher education studies. Conclusions: One of the challenges for higher education is to prepare students to meet employers' needs by developing students' competencies. During their years in higher education, students should be equipped with a set of competencies that will ensure their integration into the labour market. Our current research contributes to this goal by mapping the competencies, and highlighting where there is room for improvement which can contribute to graduates' success at work. © 2025 European Research Network Vocational education and Training. All rights reserved.

Introduction: Currently, competence-based education has been one of the variants used by educational institutions to respond to the challenges imposed by higher education. The medical university does not escape from this process, committed to the formation of a more competent professional, thus guaranteeing better occupational performance. The vertical internship aims to bring together the two formations, undergraduate education and postgraduate medical education, as a part integrated to the formation of the future professional, without affecting the curricular formation. Objective: To establish the theoretical foundations for the design of competences, both academic and professional, in the Pediatrics vertical internship. Authors' position: Professional competences in Pediatrics vertical internship constitute a need that responds to current trends in higher medical education and, in particular, in undergraduate training, for which creative students are required, with high ethical and social responsibility, as well as with an effective mastery of the specific professional competences within their profession. Conclusions: Professional competences in the Pediatrics vertical internship is a concept that should be understood, developed and applied by medical professionals, as part of their daily work. It responds well to the needs for developing higher medical education and its current trends. © 2025, Editorial Ciencias Medicas. All rights reserved.

This study brings a novel perspective to the relationship between higher education and work life by examining work-domain goal orientation as a critical factor in preparing students for professional environments. Through an extensive literature review, it highlights the role of work-domain goal orientation in aligning higher education curricula with the demands of the modern workplace, emphasizing how students’ goal orientation influences their future professional success. Additionally, this study adapts and validates a work-domain goal orientation instrument into Turkish, offering a reliable tool for use in Turkish contexts. A sample of 729 undergraduate students from various academic disciplines participated in the study. Exploratory and confirmatory factor analyses confirmed a three-factor structure (learning, proving, avoiding), accounting for 68.4% of the variance. The internal consistency was reliable, with Cronbach’s alpha values ranging from 0.84 to 0.86 across subscales. The study provides a dual contribution by offering theoretical insights into work-domain goal orientation and delivering a psychometrically validated tool for assessing students’ readiness for professional life in a non-Western context. These findings address gaps in the literature on goal orientation and its application in diverse cultural settings, advancing both academic understanding and practical applications for educational institutions and employers. This study contributes to bridging the gap between higher education and work life, offering both theoretical perspectives and a practical tool to improve workforce preparedness. © 2025 by the authors.

Purpose: Studies have shown that research is a global innovation’s “engine room.” Therefore, young adult-built environment researchers (YABER), especially in developing countries, need research upskilling and reskilling training for better-integrated outcomes. Evidence shows that research training can improve YABER competencies and proficiencies. In Nigeria, YABER may have had some challenges in training needs. There is a lack of extant literature about the issues facing Nigeria’s YABER upskilling and reskilling training needs. Thus, this study investigated the perceived problems facing YABER and proffered measures to improve their training needs in Nigeria. Design/methodology/approach: The researchers used participants from Edo State, Abuja and Lagos State, Nigeria. This study adopted a qualitative research approach. The researchers accomplished saturation after 40 virtual interviews and adopted a thematic analysis for the primary data. Findings: The research shows that the built environment research refines current and creates new knowledge. The built environment researchers (trainers and trainees) need training but face challenges. Findings clustered measures to improve quality research publications in the built environment through YABER training into government/regulatory agencies-related, higher education institutions-related and researcher-related measures. Originality/value: The developed framework and thematic network analysis could be used to stimulate YABER training needs and, by extension, stir Nigeria’s higher education institutions regulatory agencies to upgrade requirements for academic staffers, especially published articles, to be compulsorily Scopus/Web of Sciences indexed for promotion exercise. This is the global best practice, and Nigerian scholars cannot be in isolation. It will form part of this study’s implication and revitalise UNSDG 4. © 2024, Andrew Ebekozien, Clinton Aigbavboa, Mohamed Ahmed Hafez Ahmed, Mohamad Shaharudin Samsurijan, John Ogbeleakhu Aliu, Matthew Ikuabe and Angeline Ngozika Chibuike Nwaole.

A study of electric vehicle (EV) education is essential for its implementation in a country. The researchers analyzed databases on EV education studies accredited by mandatory journal platform from 2004 to 2024. Based on the findings, up to 42 prior studies may be linked to EV teaching strategies. The purpose of the study is to determine how to create an EV education-based curriculum that centers on four research concerns. According to the data analysis results, Research Cluster 2 (RC2), Research and Development (R&D), and Project-Based Learning (PBL) are the most commonly used research methodologies in the past (RQ1); there are differences between ‘developed’ and ‘developing’ countries concerning the policy, finance, teachers, knowledge, facilities, and students’ preparedness for multidisciplinary studies (RQ2); graduate degrees in electrical, mechanical, and mechatronic engineering are a suitable educational level to be integrated with EV education (RQ3). The researchers will analyze the findings of this study to determine the most effective strategy for EV education in developing country (RQ4). Lastly, the researchers discuss various constraints and potential directions to advance suitable EV education in ‘developing countries’ like Malaysia. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Creating and Sustaining entrepreneurship inclination among young and educated people are important pillars for building strong and prosperous economy. Studies have shown consistent improvement in entrepreneurship interest and practices among Nigerian undergraduates since the introduction of entrepreneurship education in 2006. However, it remains unclear whether they are able to sustain the interest after graduation and more importantly whether entrepreneurial interest is actually translated to self-employment. This study examines entrepreneurial inclination and practice among fresh graduates using a large-scale cross-sectional data collected through a self-reported validated structured questionnaire. The results showed higher entrepreneurial intention among the graduates than in previous datasets. Further analysis revealed that parent’s business experience, apprenticeship, having a business plan, and entrepreneurship education are positive significant factors influencing entrepreneurship activities among the graduates. Expectedly, age of the graduates is also found to be negatively significant to their entrepreneurial inclination, while gender and marital status are not significant. The study concludes with appropriate managerial and policy implications and suggests measures to sustain and strengthen entrepreneurship ecosystems in the country. © The Author(s) 2025.