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"learning"

This study utilizes students’ inputs to identify critical factors for employability by using Importance-Performance Analysis. A survey was conducted among fourth-year engineering students who had completed their senior-project course, assessing 22 employability factors across three employability stages: initial placement, maintaining employment, and transitioning to new roles. These factors were categorized into capabilities, skills, and attitudes. A total of 60 and 77 students from the classes of 2023 and 2024 participated. The findings highlight seven factors: applying knowledge for problem solving, critical thinking, analytical and problem-framing skills, applying STEM across industries, technology use in business, lifelong learning, and written communication. The findings align with the industry’s needs for adaptability and resilience of engineering graduates. For the key highlight, students emphasized learning skills over subject knowledge which indicated a shift in their perspective when looking at their careers. Future research will use these inputs to redesign the learning environment. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Employment opportunities for individuals on the autism spectrum are scarce. While some companies do hire people with autism spectrum disorder (ASD), most struggle to maintain long-term employment. Collaborative job coach training designed by academic scholars and employers would help both parties work toward long-term employment and satisfaction. This study aims to establish a job coaching program created by academic scholars and employers to support individuals on the autism spectrum in meeting employers' needs, helping to understand the effectiveness of the Job Coach program for participants with ASD. Ten children on the ASD spectrum received training in both classroom and real-life settings. Pre- and.post-tests were utilized to evaluate the participants' performance during the training. The ABC model and the quality-of-life framework were employed to assess the program's effectiveness using a mixed-method analysis to identify any significant impact on the participants. ANOVA analysis was then conducted to evaluate how the ABC score significantly affected the participants' quality of life using the pediatric quality of life scale. Results indicated that participants managed real-life training better than classroom training. Participants performed better when their guardians at home thoroughly reviewed the lessons. Additionally, job coach training increased most participants' applied behavior checklist (ABC) scores. Participants also demonstrated significant improvement in behavior and quality of life after the training. The study strongly recommends such job coaching for individuals on the autism spectrum to help them achieve long-term employment, particularly within the national system. © 2025 The Authors

Reflective writing is considered an important metacognitive skill, especially in vocational education where students must bridge theoretical knowledge and practical experiences. However, meaningful reflection often requires supervision and guidance, as students struggle to make connections between classroom concepts and workplace experiences. While generative large language models (LLMs) have shown promise in such educational applications including personalized learning and writing support, their effectiveness is hindered by inherent issues such as hallucination and lack of personalization. To address this, retrieval-augmented generation (RAG) has emerged as a solution to enable models to integrate external information in text generation. While RAG has demonstrated success in various domains, its potential for enhancing reflective writing remains untapped. In this work-in-progress, we introduce Memoire, a writing assistant designed to utilize the capabilities of RAG to support students in reflective writing. By leveraging external knowledge and memory from prior reflections of each student, Memoire helps them write reflections that are both insightful and grounded in accurate prior information. We also conduct a pre-study to evaluate and compare three modalities of providing writing support in the domain of reflective writing from prior works. Finally, we introduce our study design plan for an in-classroom evaluation of Memoire. © 2025 Copyright for this paper by its authors.

This article examines the pedagogical impact of a strategically structured guest speaker series in a graduate-level community development seminar. Drawing on four cohorts of qualitative student feedback and utilizing an inductive thematic analysis, the study explores how guest speakers influence student learning, professional development, and civic engagement. Findings reveal that guest speakers effectively bridge theory and practice, enhance classroom engagement, and foster critical thinking, career exploration, and long-term civic involvement. Students reported that interacting with diverse professionals helped clarify real-world applications of course content and inspired volunteerism, internships, and employment opportunities. The paper also identifies conditions that enhance the effectiveness of guest speaker sessions, including alignment with course themes, diversity of speaker backgrounds, and structured student preparation. The study concludes by offering guidance on adapting this model to online, hybrid, and large-enrollment courses. Recommendations include virtual guest integration, group-based assignments, and student-led facilitation techniques to maintain engagement across varied learning environments. This research contributes to scholarship on political science and community development pedagogy by demonstrating how guest speakers, when thoughtfully implemented, can serve as transformative tools for experiential learning and civic education. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

The results of the experimental verification of the implementation of the methodical system for development of the professional competence of future electrical engineering teachers are presented. The implementation of the methodical system was based on the regularities related to the internal structure of the system and its external connections. The components of the methodical system: content, methods, forms and technologies for future professionals training were. It was proved that the efficiency of the development of future teachers’ professional competence in electrical engineering depended on the methodology, educational technologies and forms for students’ learning and cognitive activities. It was substantiated that the important component in such a process was a scientifically substantiated and verified methodical system based on the model of professional competencies future electrical engineering teachers, the theoretical foundation of competence-based training and up-to-date scientific findings in pedagogy aiming for continuous improvement of their pedagogical and technological knowledge and skills, personal and professional qualities, development of general culture and value orientations. It was determined that the purposeful development of future teachers’ professional competence in electrical engineering is possible through the use of pedagogical technologies, such as personality-oriented technology, project-based and problem-based learning, use of information and communication technologies. The effectiveness of the implementation of the methodical system for the development of the professional competence of future electrical engineering teachers at Ukrainian universities has been experimentally proven. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This thesis seeks to present a STEM educational model suitable for the countries of the Arab region with their different circumstances by implementing a descriptive and analytical study of the education systems in the Arab region and the extent of their response to the social and economic changes brought about by the Fourth Industrial Revolution, then aligning between science, technology, engineering, and mathematics (STEM) education, active student-centered learning methods (X-based learning), and the use of information and communication technology, based on the results of this study and from the perspective of benefiting from the diversity of circumstances of the countries of the Arab region by selecting case studies that reflect similarities and differences. This paper presents the theoretical basis of the research, its objective, and justifications, then a brief overview of science, technology, engineering, and mathematics (STEM) education, explains what X-BLs are, and the principles that can be adopted in using information and communication technology. After that, the research question and the research methodology, as well as the expected outputs and contributions. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Aim/Purpose The purpose of this review is to investigate current research on gamification for adult lifelong learning, including tertiary education, work-based learning, and in-formal learning.Background As teaching methods still rely on traditional methods, the necessity of a para-digm shift in teaching methods to foster motivation and leverage better learning outcomes remains a challenge. One of the proposed solutions is to make learn-ing more attractive via contextualized designs that follow the principles of gami-fication.Methodology To address the research questions, a systematic literature review was conducted, based on the Preferred Reporting Items for Systematic Reviews and Meta-Anal-yses (PRISMA) protocol. As part of the systematic literature review, articles published between 2014 and 2024 were sought. The search query consisted of the various Boolean operators and search terms. The search was conducted in ScienceDirect, SpringerLink, ERIC, and Scopus. Of the 232 articles identified, 141 were selected by applying inclusion and exclusion criteria. After reviewing the abstracts of the selected studies, 36 articles were included in the review.Contribution This study contributes by providing a thorough review of the current state of gamified learning in the field of adult education. It synthesizes previous research and offers insights into technologies, theories, elements, and learning outcomes of gamified educational interventions. Moreover, this review highlights the po-tential of gamification to enhance learning experiences through the integration of game elements into educational design, resulting in more efficient and pro-ductive training models.Findings The study revealed that gamified learning is applicable in a variety of subjects, predominantly in areas related to business administration, economics, and peda-gogical studies, as corroborated by prior research. It is diverse and depends on several factors, including the educational purpose, the learning profile, the es-tablished learning objectives, and the desired learning outcomes. Gamified learning yields significant learning outcomes for adult learners.Recommendations for PractitionersGamification offers significant potential for enhancing motivation, engagement, and learning in various key areas, including formal education in higher educa-tion, corporate training, healthcare, workplace settings, and sustainability. More-over, when a designer integrates game elements into non-gameful environ-ments, it is crucial to consider specific design parameters. The research indicates that when game elements are thoroughly designed to align with the learning characteristics of adult learners and are based on learning theories related to gamified learning, they enhance the motivation to engage in learning activities. This, in turn, leads to an increase in the learners’ self-efficacy.Recommendations for Researchers Further investigations into the application of gamified adult education through learning Management Systems (LMS) are needed. This includes the effective-ness and sustainability of using advanced applications of adaptive and personal-ized gamification with embedded artificial intelligence in open learning environ-ments, which appears to be a new trend.Impact on Society The key outcomes are associated with the enhancement of learning perfor-mance and the acquisition of practical knowledge and skills that can be applied in real-world scenarios, such as work environments. In these environments, adults will be able to solve practical problems and enhance their work perfor-mance and productivity.Future Research As research continues to verify the effectiveness of gamification in terms of learning benefits, further investigation is needed to explore different educational levels and span the continuum of lifelong learning, as well as to examine new emerging technologies, especially generative AI tools. (CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License.

The rapid development of technologies leads to changes in the requirements of modern employers for vocational training; therefore, there is a need to apply pedagogical technologies and approaches to teaching that would ensure the formation of competitive specialists. The research is devoted to the analysis and justification of the introduction of modern approaches to the professional training of future specialists in higher polytechnic colleges. The research was based on the methods of questioning, analysis of results and statistical processing of results. In the context of the investigation, the technology of professional training of future specialists in higher polytechnic colleges has been outlined, which is based on the approaches of competence-based, project-based, dual learning and soft skills development. In the course of implementing this technology, digital, interactive and STEM learning tools are used. The research presents the levels of implementing the technology of professional training of future specialists in higher polytechnic colleges: methodological, organizational and practical. The effectiveness of applying the technology of professional training of future specialists in higher polytechnic colleges before and after the experiment and the statistical verification of the results obtained by Pearson’s criterion were evaluated, the results of which confirmed the effectiveness of the technology proposed by the authors. It has been determined that the integration of theoretical and practical training and the use of modern technologies have a beneficial impact on the training of specialists in higher polytechnic colleges. Despite widespread advocacy for dual education, few studies test its integration with digital tools across divergent economic contexts. This study addresses that gap by evaluating the effectiveness of a pedagogical model that merges dual education principles with digital learning strategies. The key finding—χ²(2, N=196) = 86.69, p < .001, with effect size ω = 0.67—demonstrates a statistically significant and practically large impact of the model on student outcomes, underscoring its relevance for reforming natural science education in higher institutions. © 2025, Arabic Translators International. All rights reserved.

The integration of Computer-Supported Collaborative learning (CSCL) in E-Commerce education aims to address the challenges of fostering academic help-seeking behaviors, which are often hindered by traditional teaching methods. Help-seeking is essential for academic success, but factors such as fear of embarrassment and lack of peer interaction limit students’ engagement. This study aims to design, implement, and evaluate a CSCL-based instructional model to encourage help-seeking behaviors and enhance collaborative competencies in E-Commerce education. A quantitative causal research design was employed, using a Likert-scale questionnaire to assess students’ perceptions of academic help-seeking and collaborative competencies. The study found that behavioral, normative, and control beliefs, along with opportunity, significantly influence students’ self-efficacy. However, higher self-efficacy showed a negative impact on learning outcomes, likely due to overconfidence leading to disengagement. The moderation analysis revealed that collaborative engagement negatively moderated the relationship between behavioral beliefs and learning outcomes, suggesting that excessive collaboration could weaken the positive effects of behavioral beliefs. The study concludes that while CSCL is an effective approach to enhancing engagement and learning outcomes, it requires careful structuring to prevent overconfidence and ineffective collaboration. Educators should focus on balancing self-efficacy with realistic self-appraisal and ensuring well-managed collaborative environments to maximize the benefits of CSCL in E-Commerce education. Further research should explore additional moderating factors to optimize CSCL implementation across different educational contexts. © 2025; Los autores.

The increasing adoption of student-centered learning environments by the institutions of higher education in business has led to new mechanisms and methodologies such as Simulation-Based learning (SBL), Problem-Based learning (PBL), and Challenge-Based learning (CBL). Literature has shown evidence of raising interest in these methodologies towards a more experiential paradigm regarding upcoming events from the surrounding real-world context. This paper presents a Systematic Bibliographic Literature Review (SBLR) concerning integrating and applying these innovative and collaborative methodologies in higher education. It aimed to identify its relevant advantages, challenges, and consequences for the future of business education. Researchers searched bibliographic databases for documents published up to May 2024 to categorize critical topics discussed in the literature on SBL, PBL, and CBL. The review identified 89 empirical and non-empirical papers on SBL, PBL, and CBL, business-related paperwork resulting from the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. PRISMA is a framework with evidence-based data designed to help authors perform a systematic literature review. Data analysis revealed diverse subthemes for those methodologies used in business higher education institutions. The research questions "What are the advantages, challenges, and implications of SBL, PBL, and CBL altogether in the training of business students?" guided the study. The central output of the research is the discovery of the varying uses of SBL, PBL, and CBL to cope with diverse demands arising within an environmental context. The study suggests future research directions. © 2025, World Scientific and Engineering Academy and Society. All rights reserved.