Search Results for
"education"

The alignment of vocational education with industry needs is crucial to guarantee that graduates are prepared with the skills required by employ ers in a developing labor market. This chapter discusses the necessity of effective collaboration between vocational education institutions and industry partners to create curricula that suit current and future job mar ket demands. Successful case studies of such partnerships are featured, highlighting best practices and techniques that have led to better student employability and industry satisfaction. Additionally, the chapter addresses the obstacles faced in aligning educational methods with the rapid changes in technology and industrial trends, while also discussing the possible influence of such partnerships on regional economic development. The chapter presents ideas for expanding vocational education programs, with an emphasis on the growing importance of innovation and technology in addressing industry requirements and building lasting collaborations. © 2025, IGI Global Scientific Publishing. Copying or distributing in print or electronic forms without written permission of IGI Global Scientific Publishing is prohibited.

This study investigates the self-efficacy of pre-service teachers (PSTs) during their school internship programs in Indonesia, with a focus on exploring and validating the Pre-service Teachers Self-Efficacy during School Internship (PreTESESI) questionnaire. The primary aim of the study is to assess the psychometric properties of this new instrument and to explore how various dimensions of self-efficacy are reflected in PSTs' experiences during internships. Using Rasch analysis, this study evaluates the reliability and validity of the PreTESESI instrument, examining its ability to measure self-efficacy across multiple domains. A total of 478 PSTs from three provinces in Indonesia participated in the study. The findings confirm strong internal consistency (Cronbach's alpha) and acceptable item and person reliability with acceptable validity based on Rasch measurement. Findings also reveal that the Instructional Self-Efficacy (ISE) domain showed the highest self-efficacy scores, while the Efficacy in Creating a Positive School Atmosphere (ECPSA) domain recorded the lowest. Additionally, Differential Item Functioning (DIF) analysis revealed negligible gender bias for most items, with one item (ECPSA5) demonstrating moderate to large DIF. The study highlights the critical role of structured internships, mentorship, and reflective practices in enhancing PSTs' self-efficacy. This research not only provides relevant tool for assessing PSTs' self-efficacy during school internships but also provides valuable insights into their confidence and capabilities in the Indonesian context. © 2025 The Authors

In a world where technical, social and environmental challenges demand highly trained and proactive professionals, Higher education training must prioritize the development of skills that transcend technical knowledge. This study analyzes the relationship between proactivity and professional skills in Aquaculture Engineering students at the State Technical University of Quevedo in Ecuador, in order to understand how these skills contribute to their comprehensive training. A descriptive-correlational methodology was used with a sample of 221 students, where surveys were applied to measure proactivity and professional skills. The results show a significant positive correlation between proactivity and professional skills, indicating that more proactive students have a greater development of skills. Specifically, student initiative is positively related to quality conservation skills. In addition, it is highlighted that approximately 92.3% of the variability in professional skills can be explained by student proactivity. In conclusion, these findings underline the importance of promoting proactivity in academic training, not only to improve professional performance, but also to face the global challenges of the aquaculture sector, such as food security and sustainable development. © (2025), (Universidad del Zulia). All rights reserved.

One of the serious problems affecting the education system in general, and particularly the compulsory secondary education stage, is early school leaving, which has serious consequences for the students themselves, for their families, educational centres and society in general. Academic dropout, at any educational stage, is a multi-causal problem, because there are various factors that cause it. Among these factors, this research analysed the relationship that self-efficacy expectations and sense of belonging had with the intention to drop out of a sample of high school students. Following a descriptive quantitative methodology, a research was carried out with a sample of 368 high school students. It was shown that 25.8% of the respondents had the intention to drop out of their studies, this group being the one that presented the lowest scores on the scales of expectations and sense of belonging. The research provides empirical evidence of the relationship between the variables studied and dropping out of high school, where there is a lack of analysis of variables associated with academic disengagement. The results have implications for practice since they could be used to develop programs that help improve students' skills in relation to these two factors, thus reinforcing academic permanence and strengthening successful educational paths. © 2025 Facultad de Ciencias de la Educacion. All rights reserved.

21st-century skills are critical abilities for today’s generation to face changes and challenges in this era. The industrial world greatly needs competence in the field of welding. This study comprehensively seeks to develop a technology-enhanced teaching module using augmented reality integrated (ARI) and animation for valid, effective, and practical learning. This development research was conducted following the DBR model, which consists of five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from validation test scores, practicality tests, validity and reliability tests of questions, and pretest and posttest score data. Data were analyzed using percentage analysis and qualitative descriptions. The validation results from experts obtained a value of 91% with valid criteria. The practicality of the module obtained a value with an average of 84% with practical criteria. The effectiveness of the ARI teaching module was calculated using the N-Gain formula, producing an average value of 0.36, which meets moderate criteria. It can be concluded that the ARI teaching module produced is valid, effective, and practical for training students’ 21st-century skills. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

In the context of Industry 4.0, employability skills have become a vital indicator of an individual's readiness for work, particularly in industrial sectors. They are essential for increasing competitiveness, productivity, and long-term career development. However, a significant gap persists among vocational education graduates in Indonesia, where high unemployment rates and skill mismatches pose challenges. This study aims to analyze employability skills among vocational graduates using a human capital investment framework adapted to a digitalization approach. A total of 2587 vocational high school graduates in Yogyakarta, Indonesia, were surveyed using an online questionnaire and selected through exponential snowball sampling. Employability skills were measured through 37 indicators and analyzed using Partial Least Squares Structural Equation Modeling to test both measurement and structural models across 24 hypotheses. The results demonstrate that the proposed empirical model is valid, reliable, and possesses strong predictive power with an R-squared of 0.855 and a Q-squared of 0.605. Digital Communication and Collaboration emerged as the most influential full mediator, effectively linking all exogenous variables to Digital Creativity and Production, highlighting its importance in developing digital productivity and innovation. Several direct relationships were statistically unsupported, including the paths from Technology Adaptation and Specific Software Skills to ICT Resources Integration and Analytical and Problem-Solving Skills to Digital Communication and Collaboration and Digital Creativity and Production. These findings emphasize the importance of structured learning interventions integrating technical training with ICT-based group projects to promote collaboration, digital interaction, and problem-solving. The study contributes practical insights for vocational curriculum development to enhance graduate readiness in the digital labor market. © 2025 The Authors

Automotive Electrical Electronics courses require effective learning models that can develop both technical knowledge and 21st-century skills. E-learning approaches offer potential solutions to enhance educational outcomes in this field. This study examined the effectiveness of the Rifdarmon-Based E-Learning Model in improving learning outcomes and 4C skills (creativity, critical thinking, collaboration, and communication) in an Automotive Electrical Electronics course at Universitas Negeri Padang’s Automotive Engineering Department. The research employed an experimental design comparing an experimental group using the Rifdarmon-Based E-Learning Model with a control group using conventional learning methods. Pre-tests and post-tests were conducted to measure learning outcomes, while specialized assessments evaluated 4C skills development. The experimental group showed significant improvements in learning outcomes, with pre-test scores increasing from 69,1 to 87,2 in post-test, compared to the control group’s increase from 64,9 to 84,4. The 4C skills assessment revealed higher scores in the experimental group (86,6) versus the control group (74,95). Statistical analyses confirmed the model’s effectiveness with a large effect size (point estimate-2,511) and significant multivariate test results (F=29,356, p<0,001). The Rifdarmon-Based E-Learning Model proved effective in enhancing both learning outcomes and 4C skills development in Automotive Electrical Electronics education. The integration of e-learning with the Rifdarmon model demonstrated significant improvements in students’ academic performance and complex skill development compared to conventional learning methods. © 2025; Los autores.

Scientific labour market mobility is important for stability in tertiary education worldwide. The systematic research evaluates academic career progression challenges and trends through analysis of 792 Web of Science and Scopus papers spanning from 1990 to 2025. A bibliometric study identified research trends and nodes. and Scopus papers spanning from 1990 to 2025. Gender equality problems combine with limited funding alongside restrictive institutional barriers to create barriers for women in educational development. Limited professional development, international cooperation, and adoption of educational technology remain major challenges. Conversely, growth opportunities include enhanced leadership training, interdisciplinary collaboration, and digital transformation, all of which foster innovation and equity. This study reinforces equality, employability, and leadership as the main elements shaping academic career mobility. More importantly, this study suggests future paths of research that include the support of multicultural and multidisciplinary scholarships, and the expansion of engagement in higher education. The bibliometric analysis revealed a growing trend in research in providing equity for academic opportunities to minority ethnic and socioeconomic background groups. © This is an open access, peer reviewed article published under the Creative Commons License (CC BY 3.0).

This research aims to understand the effect of algorithm instruction with artificial intelligence-based chatbots on students’ Computational Thinking (CT) skills. A quasi-experimental approach was employed, involving two groups: an experimental group where some students used conversational Artificial Intelligence (AI) bots as learning assistants and a control group where students used no such technology. The proposed research tools were the pre and post-tests and the questionnaires, which targeted users’ rating of the chatbot’s usefulness, user interface, and its influence on learning motivation. Analysis of the collected data was done using independent t-tests to compare the results between groups as well as correlation analysis to find the connection between AI chatbot utilization and students’ computational thinking skills. This study shows a positive increase in the overall CT skills of the experimental group compared to the control group. Instead, a positive relationship was found between the degree of the use of the chatbots and the students’ computational thinking performance. Accordingly, this research points to the inclusion of AI-based chatbots into algorithm instruction as a valuable approach to raising computational thinking disposition, learning motivation, and learning outcome. Therefore, the application of the value of AI technology indicates the possibility of transforming the implementation and teaching of an algorithm in higher education. © 2025 by the authors.

Engineering education is changing to better equip students for dynamic work environments by means of experiential learning and research integration. This study offers a complete framework meant to easily combine research with experiential learning in engineering courses via curriculum redesign. The framework starts with evaluating engineering education's present situation, pointing up gaps in opportunities for experiential learning, and stressing the gap between classroom instruction and practical application. Inspired by present research and teaching methods, it suggests ways to close this disparity by include research elements all through the course. A case study showing how this approach is applied inside a particular engineering program offers actual evidence for its success. It is observed that the components that are essential for preliminary exposure to organized research experiences are, faculty and industry expert mentoring, multidisciplinary teamwork and activities relating to the real-world challenges and process of solving them with knowledge and skills. These components are meant to inspire among students critical thinking, ability to solve problems, and a closer awareness of disciplinary knowledge. Along with improving students' academic experiences, the suggested structure helps them to be creative leaders in their domains. Engineering education can more effectively satisfy the needs of a global environment growing in complexity by encouraging a culture of investigation and application. © 2025, Rajarambapu Institute Of Technology. All rights reserved.