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"education"

As artificial intelligence [AI] increasingly permeates various sectors—including education, economics, healthcare, and government—a comprehensive understanding of this technology becomes essential. This analysis aims to identify four dimensions of AI literacy—awareness, usage, evaluation, and ethics—among Indonesian higher education students and examine the factors influencing AI literacy, including gender, age, and ownership of technological devices, through a descriptive-quantitative approach. A survey methodology was employed, utilizing an Artificial Intelligence Literacy questionnaire. The findings indicate that the level of AI literacy among higher education students remains relatively low, with many individuals demonstrating a limited understanding of the subject. These results underscore the necessity for intensified efforts to enhance students' comprehension and skills related to AI technology, enabling them to compete effectively in an increasingly digital job market. Recommendations include developing educational programs to elevate awareness and utilization of AI technology. © 2025, Duzce University, Faculty of education. All rights reserved.

Modern digitalization is anticipated to impact on modern-day businesses and organizations, such as non-profit organizations, government institutions, educational institutions, banks, healthcare facilities, and logistic organizations. The digital transformation for our global economy poses benefits for innovative, resilient and human-centric business models, and sustainability initiatives in our societies as well as challenges in the areas of business and social development. Ultimately, it provides directionality needed for a competitive and sustainable future industry manifested in environmentalism, human-centricity, and economic resilience. Human-Centric, Sustainable, and Resilient Organizations in the Digital Age explores the latest trends and business perspectives related to strategic management, digitalization and sustainability and their anticipated impact on modern-day businesses and organizations. It offers a comprehensive guide to be able to establish and maintain sustainable, human-centric, and resilient organizations that can thrive in the future. Covering topics such as startup assessment criteria, risk management, and circular economy, this book is an excellent resource for business leaders, entrepreneurs, policymakers, professionals, researchers, scholars academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This study investigates the impact of real-world learning experiences, specifically employer engagement and problem-based learning, on the employability of private university students in Oyo State, Nigeria. Given the persistent challenge of graduate unemployability, attributed to factors such as skills mismatch and outdated curricula, this research focuses on integrating academic theory with practical experience to better prepare students for the workforce. Real-world learning, which includes activities such as internships, employer collaboration, and problem-solving exercises, has been shown to enhance students’ workplace readiness and professional networks. This study, guided by Human Capital and Experiential Learning Theories, utilizes a descriptive survey research design, involving 1,000 final-year students across six private universities, with a response rate of 76.2%. Data were gathered through a four-point Likert scale questionnaire (reliability: r = 0.914) and analyzed using both descriptive and inferential statistics, including multiple regression at a 0.05 significance level. Findings indicate a significant positive relationship between real-world learning and employability (R2 = 0.777, F(2, 759) = 2644.42, p < 0.000), with employer engagement having a more substantial influence on employability (β = 0.561) than problem-based learning (β = 0.471). This research underscores the importance of real-world learning in bridging the employability gap, providing actionable recommendations for universities, policymakers, and industry leaders to enhance student employability through practical curriculum integration. Additionally, it suggests increased collaboration with employers for feedback, advisory roles, and involvement in curriculum development. The study’s insights contribute to the body of knowledge on employability, with implications for refining educational practices to meet market demands. Future research could broaden this scope by incorporating other forms of experiential learning, such as entrepreneurship education, and expanding to public universities for comparative analysis. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. All Rights Reserved.

In the digital-revolutionary era, the role of teachers utilizing ICT-based learning resources in schools has become very important. However, it has become evident that its application is not always optimal. This can be the case in some schools in developing countries, possibly because of factors such as human resources, readiness, facilities, and regulations inherent in each educational institution. This research aims to describe teachers’ perspectives on ICT learning resources that have been used for the learning process. It is a qualitative, case study, involving a sample of seven teachers at the high-school level in Central Java and West Java, Indonesia. Data collection techniques include semi-structured interviews, followed by an interview guide as the data collection instrument. The interviews were analyzed thematically, in order to describe an overview of the issues that were commonly raised by the teachers during the data-collection process. The research results show that there are three themes that were often the main topics of discussion, namely motivation and readiness of teachers in utilizing ICT-based learning resources, teachers’ perspectives and resource support of the implementation of ICT-based learning resources, and the challenges that teachers faced when implementing ICT-based learning in the classroom. These findings have the potential to assist in the professional development of teachers in integrating ICT for dynamic and innovative learning in the digital era. © This work is licensed under a Creative Commons Attribution- Noncommercial 4.0 International License (CC BY-NC 4.0)

Transversal competences, such as flexibility, collaboration or critical thinking, are proving to be key not only in academic performance but also in professional and personal performance. In response to a growing demand for research and training in these competences, this study originates from a teaching innovation project at the University of Granada (Spain) with the aim of designing the base structure of a psycho-educational intervention aimed at undergraduate students at the Spanish public university. For this purpose, the European framework for Personal, Social and Learning to Learn Key Competence, LifeComp, is used as the base line. This work proposes a coherent, pedagogically sound, general competence-based programme that blends with the official, more-specific competence-based curriculum, to deepen learning and proactively respond to the complex challenges our society is currently facing. In order to do so, different levels of proficiency for each of the nine LifeComp competences are suggested, as well as an outline for the design of the training action. This work has served as the basis for the creation of a psycho-educational training programme whose parallel study has been registered on www.clinicaltrials.gov under NCT05598944 and NCT NCT05775978 registries. The resulting programme is currently being taught to all undergraduate students at the University of Granada (Spain). © © 2025 Khaled Gijón, Ávalos Ruiz, de Rueda Villén and García de Quesada.

Thus, the chapter aims to unravel the role of AI in skill enhancement with reference to critical thinking ability, problem- solving skills, and digital skills. With AI technologies gradually progressing to redefine employment situations in different parts of the world today, it has become essential to train the learners for the arising complex employment scenario. The first part of the chapter explores how critical thinking and problem solving can be improved by AI, such as using adaptive learning systems, simulation, and data analysis. It then goes further to illustrate how the use of AI tools in the teaching of digital literacy is conducted, with a focus on how the use of AI in learning makes it possible for a learner to be taught based on his/her specific needs and the acquisition of the fundamental skills needed in the digital competency. The last part looks at the ways of teaching education to prepare students for jobs with artificial intelligence, balancing between technical and humanities, ethics, and retraining. © 2025 by IGI Global Scientific Publishing.

This research explores how Learning Management Systems (LMSs) can facilitate the implementation of storytelling in project-based learning, with a focus on a first-year engineering (FYE) course. To address this objective, we propose a teaching approach that integrates pedagogical tasks into the Brightspace LMS, grounded in a story-based approach. A case study was conducted to evaluate the LMS's effectiveness in supporting both teaching and learning processes. Specifically, this study examines how the teaching model integrated with LMS scaffolds student engagement, promotes collaboration and deepens understanding of key engineering concepts. The findings indicate that LMSs, when strategically aligned with pedagogy, can transform classroom dynamics by fostering interactive, student-centered learning environments that reflect real-world engineering practices. This research underscores the value of maximizing LMS functionalities beyond basic content delivery, bridging gaps identified in prior studies regarding the limited use of LMS features in engineering education. © 2025 IEEE.

Introducing students to real-world contexts through clinical placements can provide rich learning experiences. In health professional education, these placements primarily focus on the supervised development of clinical skills within discipline-specific contexts. However, numerous implicit contexts influence the learning event, which may not be explicitly addressed in the placement’s curriculum or teaching structure but are nonetheless pedagogically significant. This study examines the distinctive contexts of a student-led, interdisciplinary Aboriginal allied health service placement in rural South Australia, highlighting the contexts’ unique experiential characteristics. We used a bricolage of phenomenological engagement and abductive thinking to investigate students’ experiences within and across these learning contexts. Students’ accounts revealed that their experiences at the intersections of these contexts held pedagogical significance. This finding prompts critical questions about the design and delivery of educational placements to maximise the inherent learning potential of contexts. We discuss the role of context in clinical placements and explore how context and context complexity can be effectively configured to support student learning across various clinical placement settings and models. We propose that developing context awareness and perspective, and attending to context convergence, can enhance meaningful learning in complex environments. © The Author(s) 2025.

Despite the growing prominence of STEM disciplines in contemporary society, relevant studies indicate a concerning trend: a decline in students’ interest and engagement in these fields. This research included 1,045 students from four grammar schools in Serbia. The study utilizes a quantitative research design: data were collected through an online questionnaire. Key variables: endofterm marks in STEM subjects, gender, parental education, family size, and place of residence were analyzed following the answers of respondents. Students were divided into two groups, STEM (435) and Non-STEM (610). The results indicated that the students enrolled in STEM-focused programs demonstrated significantly higher academic performance in STEM subjects during primary education compared to their peers in Non-STEM tracks. Additionally, the study identifies potential relations between students’ interest in STEM and factors such as gender, parental education, and place of residence, with no significant effect found for the number of siblings. Specific sample and custom-designed questionnaire, highlight the need for future research with a broader and more diverse sample, incorporating additional socio-demographic factors and qualitative methods for a deeper understanding of students’ engagement with STEM fields. © 2025, Scientia Socialis Ltd. All rights reserved.

Technical and vocational education and training is an important branch of education, pursued by increasing numbers of young people, and information in this regard is crucial. This research aims to determine student entry profiles based on their initial expectations and skills. A total of 183 newly admitted students of technical degrees at a public university responded to two scales used to measure academic expectations and readiness. This non-experimental, cross-sectional, descriptive research employs cluster analysis to identify four groups with high levels of academic expectations and readiness, but the findings show that effective communication and emotion modulation skills are weaker, as are student participation expectations. © (2024), (Universidad Autonoma de Baja California). All Rights Reserved.