Search Results for
"Higher education"

The study aims to develop and examine the Project-Building Information Modeling (Pro-BIM) instructional strategy in improving BIM literacy for students in the fields of architecture, engineering, and construction. The participants consisted of two industrial BIM practitioners, two CEE instructors and 28 students enrolled in designed course were selected purposively for convenient sampling. This study adopted Design-Based Research (DBR) method. Data collection techniques included: (1) observation, (2) interview, (3) FGD, (4) test, and (5) documentation. Qualitative data analysis techniques were data collection, data presentation, and conclusion while quantitative data analysis techniques included descriptive analysis. The results indicated that: (1) analysis and exploration were literature review, design analysis, cost, and sustainability, (2) design and construction included six steps of Pro-BIM and the increasing of student’s BIM literacy, and (3) evaluation and reflection included FGDs producing positive perceptions of students, lecturers, and educational practitioners. This study concludes that the Pro-BIM learning strategy is effective in improving BIM literacy among AEC students through the integration of BIM technology into relevant courses. The study indicates that the integration of Pro-BIM learning strategies into the AEC higher education curriculum improves student’s understanding and skills in applying BIM technology. © 2025 TEMPUS Publications.

Purpose: This study aims to assess the level of sustainability competencies among full-time students and professional students, foresee any noteworthy change in students’ competencies after applying teaching pedagogy and determine whether lecturing is an effective teaching pedagogy for developing all five sustainability competencies in both cohorts. Design/methodology/approach: The presence and development of competencies after varying pedagogical practices are assessed using a pre-/post-test based on two case studies. This research approach of comparative case study is more advanced and is particularly useful when seeking to understand differences and similarities between distinct entities, which in our case were students of two different capacities. The study targets two cohorts: the first includes 15 professional students with considerable industry experience, while the second consists of 24 full-time students without industry exposure. Findings: The study revealed that professional students have more sustainability competencies than full-time students. Also, lecturing is an effective pedagogical practice when all five sustainable competencies have to be enhanced in full-time students. In contrast, lecturing does not work for interpersonal competence in professional students. Research limitations/implications: There are certain limitations of the study that future researchers undermine. Firstly, the study was conducted only on business students at Bahria University. Secondly, the sample size for the study is small as the data were qualitative, and the researchers had time constraints. Thirdly, the effectiveness of only one teaching pedagogy has been gauged in the current research. Practical implications: It is recommended that higher educational institutions (HEIs) of Pakistan introduce sustainability courses or programs to its students to spread awareness among learners and develop sustainable competencies. All service and production industries in Pakistan should train their employees in sustainable practices so that hazardous impacts in the future can be reduced. It is a need of time for the country to move a step ahead towards sustainable development goals. Originality/value: This research contributes to education for sustainable development (ESD) in Pakistan. Pakistan is a developing country that is far behind ESD. Therefore, this study identifies how sustainability education can become a part of the academic system. It also identifies the need for sustainable education not only for students but also for professionals. It also identifies teaching pedagogy required for developing sustainability competencies and is relevant to learners’ exposure. © 2025, Emerald Publishing Limited.

This article focuses on the impact of journalism education on the careers of news workers in Argentina and Brazil. Through interviews with 40 journalists from both countries, this study addresses this issue by exploring and comparing how different educational backgrounds shape the trajectories of these journalists during their professional transition. The results show that respondents from both countries share a critical view of the ability of higher education programmes to meet the needs of the media industry. However, they disagree on the role and relevance of their educational background. While, Argentine journalists value the practical skills they learned, especially those who studied in technical schools most Brazilian respondents emphasized the critical thinking acquired during their time at university and their internship experiences. Data suggest that the Brazilian training system has favoured the emergence of a clear career pattern: newcomers should first attend a journalism programme, then do one or more internships in order to be hired. Such a pattern is an important mechanism of predictability in journalism careers. In Argentina, the multiplicity of paths and the informal methods used by newsrooms to hire journalists seem to reflect the more precarious situation of the media industry. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

An innovative workforce is a key driver of sustained economic growth in any country. Recent press regarding the spiralling costs of higher education, coupled with increased levels of student debt, has both called into question the viability of such traditional paths and created an imperative for alternative workforce tracks, especially for minorities. This study uses comparative government statistics along with an investigation into relative legal and institutional frameworks to investigate successful traits of Canadian apprenticeship programs. This was done with an eye to developing a practical and equitable framework to inform US governmental policy and funding initiatives relating to accessibility, visibility, promotion, and equity for US apprenticeships. Contrary to our initial hypothesis and prevailing academic literature, we find little evidence that Canada does a better job in addressing equity concerns and, in fact, the case may be the opposite. Confirming our initial hypothesis, though, we find that Canada has specific programs that can address the attractiveness of apprenticeship, improving labour mobility, and providing income replacement that the US may wish to consider. This study is both timely and warranted as society seeks sustainable conduits and mechanisms by which to address labour market shortages, notably in the trades. © 2025 The Vocational Aspect of education Ltd.

The COVID-19 pandemic has indeed impacted societies across the globe in a unique and multifaceted way. Unlike wars, recessions, or natural calamities, which tend to affect specific regions or populations, the pandemic caused a global disruption, with different regions experiencing varying levels of crisis and response. The pandemic has brought about unique challenges for the educational system, especially in countries like India, where issues like poor internet connectivity, lack of familiarity with technology, and unsuitable learning environments have exacerbated the difficulties. There is an urge to move the teaching and learning process online. Thus, it is worth investigating the students' performance in online teaching. It provides insight into how the course learning outcome values are achieved during a pandemic. In this article, the assessment of course-level outcomes on professional college final-year student subjects is being studied and considered. Each examination has been considered based on defined learning outcomes. The study was conducted for two consecutive academic semesters. One is pre-COVID-19 and the other is post-COVID-19. A fuzzy mathematical tool measures the course learning outcome (CLOs). The result shows that the effectiveness of online teaching during COVID-19 can be achieved based on the CLOs. The impact of CLOs depends on the student's performance. This kind of analysis could yield useful insights for educators and policymakers on the effectiveness of online education during crises like the COVID-19 pandemic. By understanding the factors influencing students' ability to achieve CLOs online, the study can help design better support systems, tools, and strategies for future digital learning. © Bharati Vidyapeeth's Institute of Computer Applications and Management 2025.

In pursuit of media and pedagogical excellence in the digital domain, this study examines the role of the Design-Based Research (DBR) process in using the Canvas Learning Management System (LMS) to improve techno-pedagogical teacher-student communication. Against the backdrop of rapid digital transformation accelerated by global disruptions, integrating Canvas as a Learning Management System (LMS) is at the forefront of these investigative efforts. Using a mixed methods approach, the research drew on empirical data from structured rubrics (Quality Matters Rubric, Triple E Rubric) to examine higher education courses (n = 5) and thematic analysis from student interviews (n = 16), highlighting noticeable improvements in instructional delivery and student engagement. The results highlight that the DBR process plays a central role in refining educational strategies, with iterative design and evaluations. This investigation into the digital orchestration of teacher-student interactions provides valuable insights into the nuanced dynamics of media and educational technologies. The study concludes that strategic application of the DBR process within Canvas LMS can result in a more tailored, responsive, and quality-focused learning experience. Our study contributes to the ongoing dialogue about effective digital pedagogy and proposes a model of engagement that is resilient and adaptable to media professionals and ever-evolving landscape of higher education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This study aims to explore how autonomy, competence and relatedness impact work-based learning (WBL) motivation and engagement, contributing to enhanced employability skills. Additionally, it examines whether there are significant differences in these effects between students from STEM and social humanities. Design/methodology/approach: This study employed a correlational design with 284 undergraduate students, collecting cross-sectional data through validated surveys on autonomy, competence, relatedness, WBL and employability skills. The analysis utilized structural equation modeling partial least squares (SEM-PLS) and partial least squares-multi-group analysis (PLS-MGA) to explore WBL’s mediating role in the relationship between SDT components and employability skills, with comparisons across different academic faculties. Findings: The results show that autonomy, competence and relatedness significantly enhance students’ employability skills through WBL. WBL serves as a mediator that strengthens student motivation and engagement, with notable differences in the effects between STEM and social humanities students. Practical implications: higher education institutions should integrate SDT principles autonomy, competence and relatedness into WBL programs to enhance employability skills. Moreover, these programs should be tailored to accommodate the distinct needs of students from various academic backgrounds, such as STEM and social humanities. Originality/value: This study establishes a novel connection between self-determination theory (SDT) and the development of employability skills through WBL. It provides new insights into the mediating role of WBL in the relationship between SDT components and employability, highlighting the differential impacts across academic disciplines, particularly between STEM and social-humanities students. © 2025, Emerald Publishing Limited.

Purpose: This paper explores how higher education institutions can redesign curricula to produce globally competitive graduates equipped with critical skills for success in an interconnected workforce. It emphasizes the integration of interdisciplinary learning, global competence and experiential education while positioning leadership development as a central pillar of career readiness. Design/methodology/approach: The study synthesizes human capital theory, social cognitive career theory and global competence theory to create a framework for equipping students with emotional intelligence, technological proficiency and a global mindset. Using a structured literature review, the paper analyzes stakeholder collaboration strategies and provides actionable recommendations for curriculum redesign and workforce alignment. Findings: higher education institutions must move beyond traditional academic models by adopting interdisciplinary approaches, fostering experiential learning and building global partnerships. These strategies help students adapt to dynamic international settings. Stakeholder collaboration and curriculum innovation are critical for ensuring that graduates are prepared to meet the demands of an evolving global economy. Originality/value: This paper offers a unique contribution by integrating three foundational theories into practical framework that aligns academic preparation with global workforce needs. The proposed framework highlights leadership competence as essential for global adaptability and provides actionable insights for educators, policymakers and industry leaders to bridge academic preparation and workforce demands. © 2025, Emerald Publishing Limited.

Guided by the capability approach, this study uses primarily quantitative methods to investigate at scale the capabilities that are valued by students of technical and vocational education and training (TVET) in China. It identifies the capabilities valued by 892 vocational students in a mix of rural and urban settings. Fourteen capabilities were identified under three thematic domains: capital, health and agency. Compared with other countries, Chinese TVET students do not place as high a value on agency as is found in other countries. Those from lower socioeconomic backgrounds were more likely to value mental health outcomes and, in general, students’ capability choices were greatly influenced by gender, socioeconomic background and personal experiences. Young males, more than young females, value the capability for economic wellbeing. However, unlike in other countries, males and those from higher socio-economic backgrounds are no more likely than others to attach importance to agentic values. These findings can be interpreted within China’s socioeconomic context and Confucianism-rooted value system. The study contributes to the methodology literature on youth empowerment and ascertaining their voice, further demonstrates the potential of the capability approach in educational contexts and provides a first step towards analysing the broad role of TVET in China. © 2025 The Vocational Aspect of education Ltd.

Purpose - This article comprehensively examines the existing body of literature about the assessment tools employed for evaluating higher-order thinking skills (HOTS) in mathematics within the last five years. The study endeavors to offer a comprehensive overview of measuring instruments for HOTS in mathematics, utilizing precise and up-to-date global data. Methodology - The research adheres to the PRISMA methodology, employing the systematic literature review (SLR) technique, encompassing ten distinct steps. By utilising the Scopus database, this review comprehensively analyses 18 scholarly articles written in English. Findings - The results emphasize the significance of implementing a thorough evaluation approach that integrates standardized exams alongside other assessment methods to measure students’ cognitive capacities in advanced mathematical reasoning precisely. The tendencies that have been observed provide valuable insights for the development of evaluation tools that can effectively measure effectiveness in many academic domains. Educators can augment instructional efficacy and foster heightened levels of cognitive reasoning in students by comprehending the equilibrium between evaluative and non-evaluative elements, while recognizing the significance of Bloom's taxonomy. Furthermore, this research presents opportunities for additional investigation, enabling scholars to delve into novel approaches and metrics, thus contributing to breakthroughs in education and improving student proficiencies in critical thinking and problem-solving. Significance – This research provides the opportunity to enhance our comprehension of incorporating higher-order thinking skills in education, thereby promoting holistic cognitive growth. © (2025), (Universiti Utara Malaysia Press). All rights reserved.