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"Students"

The article substantiates the theoretical and methodological foundations for the introduction of an activity-based approach to training competent engineers when studying a course of physics. Contemporary requirements of the agro-industrial complex require integration of the fundamental knowledge with practical skills, which makes this approach the key element of the educational process when studying a course of physics. There are considered the concepts and principles of teaching, aimed at the development of professional thinking, the ability to make decisions in non-standard situations and efficient work with digital technologies, when studying the course of physics. There are identified the pedagogical tools that promote the development of critical thinking, independence and continuous self-development of the students in the process of mastering physics. Methodological recommendations are provided for the creation of a productive educational environment, including interaction with agro-industrial enterprises and individualization of learning when studying the physics course. An analysis of the implementation of the activity-based approach showed its efficiency: the average score of the students in the experimental group increased by 15-20%, and the success rate of completing the practical assignments increased by 20-25% when studying the physics course. The project activities contributed to the development of systems thinking and an innovative approach to solving the production problems, which is especially important when mastering physics. A conclusion is made about the need to introduce an activity-based approach to train competitive specialists, adapted to the modern challenges of the agro-industrial complex, which, in turn, contributes to the formation of an innovative educational environment, focused on the development of professional competencies, engineering creativity and practical training of the students when studying the physics course. © 2025 The Author(s). Published by RTU PRESS.

This study explores how educational robotics enhances elementary students’ computational thinking, problemsolving skills, and technological humanistic literacy. A total of 23 sixth-grade students participated in a seven-week Kebbi Air robot programming course. A computational thinking competency test and a problem-solving self-assessment questionnaire were used for quantitative analysis, and student interviews were conducted to examine their perspectives on technological humanistic literacy. The results indicated significant improvements in students’ understanding and application of computational thinking concepts, particularly in conditional logic and iteration structures. In problemsolving, the "testing, evaluation, and improvement" dimension showed the most notable progress. Interview findings revealed that students were not only interested in robotics technology but also considered its societal implications. This study validates the potential of educational robotics as a medium for programming education and a catalyst for fostering students’ awareness of technology’s societal impact. © 2025, The Education University of Hong Kong. All rights reserved.

This study aims to explore how generative AI tools can be integrated into the teaching of the Tower of Hanoi algorithm by incorporating the “Four-Pillar” educational approach: self-regulated learning, collaborative learning, mutual learning, and guided learning. A curriculum package was designed on the ADL (Adaptive Learning) digital learning platform, including video instruction, gamified exercises, group discussions, AI-assisted learning, and programming tasks, guiding students to derive the Tower of Hanoi algorithm. Through the digital platform, students not only learn the rules and solutions through gamification but also gain an understanding of the underlying algorithm and apply it in practice. The results show that this model effectively enhances learning motivation and computational thinking, promotes the deep integration of information technology into teaching, and analyzes the supportive role of generative AI tools (such as e 度) in self-regulated learning and problem-solving. © 2025, The Education University of Hong Kong. All rights reserved.

In many developing countries, including Pakistan, the integration of STEM education in high school curricula remains in the early stages despite its global recognition as crucial for preparing students for future technological societies. This study investigates the development of 21st-century skills and STEM career interests through STEM education among high school students in Pakistan, where STEM integration is still in its early stages. A purposive sampling technique was used to gather data from 156 teachers engaged in STEM practices. A literature-based questionnaire was developed to ensure reliability and validity before data collection. SmartPLS was employed for data analysis, utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM) to validate the measurement model. Path analysis further examined the relationships between independent and dependent variables. The findings indicate that STEM education significantly enhances 21st-century skills, including critical thinking, collaboration, technical, and problem-solving skills. The SmartPLS analysis revealed strong internal consistency reliability (Cronbach's alpha = 0.888–0.951) and convergent validity (AVE = 0.590–0.641) across all constructs. Path coefficients demonstrated significant relationships, with the most substantial effect between STEM education and critical thinking (β = 0.602). Additionally, STEM education positively influenced students' interest in pursuing STEM careers (β = 0.273). These findings suggest that teachers should update their pedagogical practices and promote STEM education to better prepare students for the demands of the 21st-century workforce. © 2025 School Science and Mathematics Association.

This longitudinal study explores the efficacy of an internship program designed for English majors, with the goal of enhancing students’ professional competencies through a seamless integration of academic learning and practical experience. The study aims to strengthen the connections between academia and the business community, thereby improving students’ readiness for the competitive job market. By employing a triangulated mixed-methods approach, we collected both quantitative and qualitative data to capture the multifaceted impact of the internship experience from various stakeholder perspectives. The findings indicate that host supervisors expressed overall satisfaction with interns’ performance, while qualitative data revealed that interns demonstrated readiness for employment, showcasing strong potential in career-related contexts, especially within Asian markets. However, the feedback also highlighted areas for improvement, such as the need for interns to refine their decision-making skills and adopt a more professional demeanor. The study concludes that the internship program has a profound and transformative impact on students’ learning experiences, facilitating the practical application of communication theories and enhancing business efficiencies. These insights provide critical frameworks for future curriculum development, highlighting the transformative potential of experiential learning in bridging the gap between education and professional practice. © 2025, International Tesol Union Co., Ltd. All rights reserved.

The Asian workplace is a dynamic environment with ever-evolving contexts and fast-paced changes (Du-Babcock & Bhatia, 2013; Tonby et al., 2020). Asia has also been mistakenly viewed as one market with one context and culture when in fact it is diverse and distinct in each country and region (McCorkindale et al., 2021; Du-Babcock, 2018). Professional communication in these Asian markets should not only be personalised but also localised and constantly updated. This creates an exciting opportunity for educators designing and teaching professional communication courses to consider the most relevant and important principles during the curriculum design and for faculty to consider how they would facilitate discussions that stimulate active learning and critical thinking (Boyer, 1990). There is, hence, a need to consider how professional communication specialists can keep up with industry changes, shifting communication needs and evolving expectations of the Asian workplace to inform curriculum design and teaching (Al-Musalli, 2019; Winchester-Seeto & Piggott, 2020) and how professional communication faculty can deepen and refresh their disciplinary, sub-disciplinary and interdisciplinary understanding in the backdrop of evolving Asian business contexts. This conceptual paper uses the scholarship of discovery, integration, application and teaching (Boyer, 1990) as a framework to suggests ways in which professional communication specialists can continually develop their understanding of the professional communication discipline in the context of Asia. Insights drawn could potentially contribute to the professional development of faculty which will in turn have an impact on curricula that prepare students for communication at the workplace. © 2025, International Tesol Union Co., Ltd. All rights reserved.

Purpose – This study intends to promote social sustainability by addressing the shifting skill expectations for recent graduates in response to changing employer demands within the industry 5.0 framework. It tries to identify the best combination of socially sustainable skills that will improve graduates' employability and align them with industry expectations. Design/methodology/approach – This study analyses data obtained from 187 industry experts using an exploratory method and Structural Equation Modelling with AMOS software. Confirmatory Factor Analysis is used to validate seven unique socially sustainable components, which are then examined using a route model to determine their relationship to overall graduate employability (OGE). Findings – The study highlights the skills and competences that have a major impact on graduate success in a labour market that is changing quickly by identifying seven important socially sustainable characteristics that influence OGE within Industry 5.0. The results show that employability is positively impacted by analytical, cognitive, leadership, self-efficacy and technology abilities (with an emphasis on social sustainability). Emotional intelligence and decision-making abilities, with a focus on social sustainability, have little influence, nevertheless. Research limitations/implications – By highlighting the complex role of emotional intelligence and decision-making abilities in employability from a social sustainability perspective, this study challenges conventional viewpoints and advances the theoretical understanding of socially sustainable employability within Industry 5.0. Practical implications – The results offer businesses and higher education institutions (HEIs) with practical advice on how to improve social sustainability in the workforce. Employers can modify hiring and personnel management practices to match the competences most valued in Industry 5.0, while HEIs can modify their curricula to concentrate on the most significant employable skills. A workforce that is not only technically skilled but also socially conscious and flexible enough to meet new industrial problems is fostered by this alignment. Originality/value – This research will be highly valuable to the higher education institutes, universities, students, faculty members, government who is making the policies. © 2025 Emerald Publishing Limited

The field of education in the digital era is undergoing tremendous changes, and computational thinking, as the basis for understanding and applying digital technologies, has become a key skill for learners in the 21st century. Challenges to the development of computational thinking in junior high school students include a single teaching method, teachers' overemphasis on programming language learning, a lack of systematic teaching content, and students' lack of problem-solving skills, which affect the development of computational thinking. Based on this, this study takes ninth-grade students as the research object, and adopts Quasi-experimental and Survey research methods under the guidance of constructivism theory, theory of mind and learning community theory to construct and validate a PBL teaching mode based on the cultivation of computational thinking in junior high school information technology curriculum. The results show that the PBL teaching mode for computational thinking cultivation is applied to the junior high school Mixly course to improve the computational thinking level of students. This study provides theoretical reference and practical significance for Mixly teaching oriented towards CT cultivation. © 2025 IEEE.

Introduction: academic performance in vocational education is influenced by multiple psychological and institutional factors. Among these, Transformational Leadership (TL) from educators and Student Self-Resilience (SSR) are recognized as critical, yet their combined influence remains insufficiently examined within China’s vocational education context. Objective: this study aims to examine the direct effect of teacher transformational leadership on students’ academic performance (SAP) and to assess whether student self-resilience mediates this relationship. Method: a cross-sectional survey was conducted among 511 students from vocational colleges in Chongqing, China. Expectancy theory served as the theoretical framework. Data were analyzed using SmartPLS 4 to implement structural equation modeling (SEM) via partial least squares (PLS), allowing for assessment of path coefficients, mediation effects, explained variance (R²), and effect sizes (f²). Results: transformational leadership had a significant positive direct effect on both student academic performance and student self-resilience. Additionally, self-resilience was found to significantly and positively influence academic performance. Mediation analysis revealed that SSR partially mediated the relationship between TL and SAP, indicating that SSR is an essential mechanism through which TL impacts academic outcomes. Conclusions: the findings support the integration of transformational leadership and student self-resilience development in vocational education. They extend expectancy theory by highlighting SSR as a key personal resource that enhances the effectiveness of leadership on academic outcomes. Practical implications suggest vocational institutions should invest in leadership development for teachers and implement resilience-building programs for students to sustain high academic performance. © 2025; Los autores.

In response to post-pandemic challenges, vocational educators are re-evaluating curricula and instructional strategies to better prepare students for the industry. This study examines the interrelationships among achievement goal orientations, mindful learning, resilience, creative problem-solving, and adaptive capability in hospitality students. It also explores how mindful learning and resilience mediate the relationships between achievement goal orientations and both creative problem-solving and adaptive capability. A quantitative analysis of 1,076 hospitality students with internship experience from 13 universities shows that mindful learning and resilience jointly mediate these relationships. Theoretical models should consider these mediators when assessing students’ creative problem-solving skills and adaptive capability. This research extends the literature on the importance roles that achievement goal orientation, mindful learning and resilience play in the education field. By fostering mindfulness and resilience, vocational educators can help students better navigate the pressures and challenges. The study also discusses practical implications, theoretical contributions, and provides suggestions for future research. © De La Salle University 2025.