Search Results for
"learning"

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.

Competency-based blended learning with learning process MIAP is a research tool with the idea of integrating the competency-based blended learning process with the MIAP learning process. The objectives of this study were to (1) synthesize the Competency-Based Blended learning with the MIAP Process, (2) design the Competency-Based Blended learning with the MIAP Process, (3) study the results of the Competency-Based Blended learning with the MIAP Process by the Mixed Method research method, in-depth interviews and evaluation of the process by experts. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

The COVID-19 pandemic has presented unprecedented challenges to education systems globally, revealing the inherent vulnerabilities and inequities of traditional learning models and compelling countries to rethink and innovate in previously unimagined ways. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

The rapid advancement of ICT, robotics, data science, and cyber-physical systems (CPS) has intensified the need for agile, future-ready human resource development (HRD) strategies. This scoping review explores current HRD practices, challenges, and opportunities across these technological domains. Guided by the PRISMA-ScR framework, 791 records were initially retrieved from four databases, with 43 peer-reviewed publications ultimately included following a rigorous screening process. Thematic analysis revealed a strong emphasis on digital and AI literacy, interdisciplinary training, and the adoption of immersive technologies such as virtual reality and AI-driven competency tracking systems. Persistent gaps, including misalignment between academic training and industry needs, a lack of scalable HRD models, and underdeveloped policy frameworks. Statistical comparisons revealed no significant differences across fields, indicating the cross-cutting relevance of the identified strategies. The findings underscore the need for structured, empirically grounded, and industry-integrated HRD approaches to prepare the workforce for the demands of the Fourth Industrial Revolution. © IEEE. 2013 IEEE.

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.

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.

The rapid emergence of generative artificial intelligence (GAI) is reshaping educational contexts, creating an urgent need for K–12 systems to adapt. Teachers, in particular, face increasing demands to respond to AI-driven transformations in learning environments yet lack structured guidance on which competencies matter. This paper presents the AIware Competency Model, a comprehensive framework of 98 AI-related competencies designed for K–12 education, including emerging aspects of GAI. The model was developed using an Action Design Research (ADR) approach, structured across four iterative stages: (1) a systematic literature review and analysis of 14 existing AI competency models to identify conceptual gaps; (2) semi-structured interviews with AI experts and educators (n = 5) to inform initial model development; (3) three rounds of focus groups involving teachers, policymakers, and AI professionals (total n = 46) to refine and evaluate the competencies; and (4) a competency ranking process (n = 10) to assess perceived importance across educational roles. The AIware Competency Model addresses current fragmentation in AI education research by offering a unified, empirically grounded framework aligned with practical classroom needs. It enables mapping to existing curriculum standards and supports both teacher preparation and student readiness in a world increasingly shaped by AI. The model contributes to the field by combining theoretical synthesis with practitioner input, offering a robust foundation for future research, curriculum design, and policy development. © 2025 The Authors

In mainland China, the mental health of vocational high school students has been increasingly recognized as a critical issue by both the government and scholars. Positive education, a branch of positive psychology, has been proven to significantly enhance adolescents’ well-being and academic performance. Exploring how to effectively integrate positive education theories or models with traditional teaching methods in vocational classrooms is a promising research direction. To address this, the present study uses the Mechanical Drawing course as a case study, combining the PERMA model with the traditional PBL teaching model to propose an innovative and practical teaching method: the PERMA-based PBL teaching model. The study involved 207 first-year vocational high school students from four parallel classes. Based on their pre-test scores, the students were divided into two parallel groups (A and B) for a crossover experimental design. Quantitative data were collected using the Inventory of Positive Mental Characters among Chinese Middle School Students and a course survey questionnaire. Each group underwent pre-test, mid-test, and post-test assessments, with quantitative analysis conducted via t-tests to evaluate the advantages of the new teaching model compared to traditional teaching methods. The results indicated that the new teaching model significantly outperformed the traditional teaching model in enhancing all dimensions of vocational high school students’ positive psychological qualities (p < 0.001). Additionally, the new teaching model was superior in improving students’ learning Interest (p < 0.001), learning Motivation (p < 0.001), and learning Attitude (p < 0.05). Furthermore, vocational students expressed a stronger preference for the PERMA-based PBL teaching model compared to the traditional teaching model (p < 0.001). This study explores a practical pathway for integrating positive psychology theories into classroom settings and provides a reference for future research in this field. © © 2025 Lu, Guo and Wang.

This article examines how discourses on migrants, language skills, and the suitability of educational and vocational paths can racialise the students perceived as migrants in Finnish vocational education and training (VET). The study draws on observations and interviews with students and teachers on two differently gender-typed programmes, women-dominated dental technology and men-dominated mechanical engineering. In both programmes, most students have moved to Finland and started learning Finnish a few years before entering vocational education. Drawing on critical race theory and critical discourse analysis, the article identifies four discourses that racialise the students perceived as migrants. The discourse on VET as ‘a realistic choice for migrants lacking language skills’ in dental technology and the idealisation of ‘hard-working migrants’ in mechanical engineering encourage migrants’ entry to these programmes, but simultaneously racialise them. The discourse on ‘sufficient Finnish skills’ in mechanical engineering encourages, while the discourse on ‘high level of language proficiency’ in dental technology discourages migrants’ entry to the profession, and demonstrates that racism can be hidden behind the talk on language skills. Together, these discourses show that the processes of racialisation are mundane in VET and can direct people’s educational and occupational paths. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

As workplaces evolve in response to technological change and shifting labour demands, corporations are increasingly called upon to rethink how they support employee development. While corporate education has traditionally focused on formal, task-specific training aimed at addressing immediate skill gaps, the integration of lifelong education principles – emphasizing continuous and inclusive development – remains underexplored. This paper addresses this gap by presenting a typology of corporate educational strategies for mobilizing education in the workplace, structured along two dimensions: individualized versus collective learning and within versus across organizational boundaries. This typology illustrates how corporations mobilize resources to balance internal development needs with external partnerships, bridging personalized skill-building and collective knowledge-sharing. Key approaches include personalized learning plans, team-based collaboration, and cross-sector partnerships with educational institutions. By framing corporate initiatives through a lifelong education lens, the paper shows how organizations can move beyond isolated training programs to build dynamic education ecosystems that promote adaptability, innovation, and equity. The analysis also identifies critical challenges in resource mobilization, such as financial constraints, inequitable access to educational opportunities, and the alignment of education strategies with organizational goals. Ultimately, this study provides a clear and actionable framework for corporations aiming to enhance workforce development in ways that reflect lifelong education principles. © The Author(s) 2025