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In response to globalization and the growing need for interdisciplinary talents, this paper proposes an innovative English curriculum approach to nurture interdisciplinary research and teaching in universities. By integrating industry-relevant themes, interdisciplinary project-based learning, and contextualized language instruction, the curriculum bridges the gap between traditional language education and the demands of interdisciplinary collaboration. Leveraging new technologies such as AI and VR, it creates immersive, interactive learning environments that enhance creativity, critical thinking, and cross-disciplinary communication. The paper highlights challenges in implementation, including the need for innovative pedagogical frameworks and interdisciplinary collaboration, and suggests future directions, such as longitudinal studies, to evaluate the curriculum's effectiveness. This approach not only prepares students for the modern workforce but also empowers educators to lead interdisciplinary research, fostering innovation in higher education. © 2025 IEEE.

Web development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education. © IEEE. 2013 IEEE.

Introduction: vocational students often struggle to diagnose EFI systems due to the abstract nature of the concepts and limited digital skills. Conventional teaching methods fall short in fostering creativity for solving complex technical problems. This study aimed to develop and evaluate a Problem-Based Learning model integrated with Digital Literacy (PBL-DL) to enhance students’ creativity in diagnosing EFI systems. Method: using an adapted Borg and Gall development model, the study involved 176 participants, including teachers, students, and media/material experts. The research proceeded through four stages: preliminary study, design and development, user response testing, and effectiveness testing. Data collection instruments included questionnaires, expert validation checklists, and creativity observation sheets. Analyses used descriptive statistics, paired t-tests, and independent t-tests. Results: the PBL-DL model significantly improved students’ creativity in diagnosing EFI systems. Indicators such as fluency, originality, and elaboration showed statistically significant increases. The integration of digital tools also enhanced students’ access to and engagement with learning materials. The model shows potential for broader application in other complex vocational learning contexts. Conclusions: integrating digital literacy into problem-based learning strengthens students’ creative problem-solving and classroom engagement. The PBL-DL framework contributes to more effective vocational education while supporting the development of essential 21st-century skills. © 2025; Los autores.

Employability skills of vocational high school students are needed to prepare for a reliable, professional, and globally competitive world of work. The poor work skills of vocational high school students are influenced by many factors. This study analyzes the research trends and factors that influence vocational high employability. Type of literature study using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Data collection for 2020-2024 Work skills based on a search of Google Scholar, Scopus, Science Direct, and Web of Science databases was conducted from October 25 to 31, 2024. VOSviewer application to analyze research trends. Search using keyword employability skills and vocational high school students. The selection process was conducted by inviting three authors to review articles. If an article does not meet the criteria, the solution is to invite other reviewers or experts to help complete it. Data analysis techniques include an identification stage with records from the database and continued filtering of data that meets the criteria and does not. Filtering stage with feasibility assessment Study Stage in Article Review. The results of the study identified 1016 articles, 311 articles, 39 articles, and 96 factors influencing work skills. Six dominant factors determine work skills: creativity (FI_1), communication skills (FI_2), adaptability (FI_3), problem-solving (FI_4), critical thinking (FI_5), and self-confidence (FI_6). The determining factors of work skills internationally are more dominant in self-confidence, adaptability, and communication skills, while in Indonesia, they are communication skills and creativity. A limitation of the data search process is the use of incomplete keywords. The contribution of this study is that six determining factors were used as considerations for the qualifications of student graduates in contextual and meaningful vocational learning. ©: © 2025 Puji Hartini QA et al.

Employability remains a critical issue for international students in the United Kingdom. This study adopts the Employability Agency Framework proposed by Pham et al. to explore how a group of international students actively exercised their agency to enhance their employability during their Master's studies in the United Kingdom. A post-1992 university, which prioritises vocational training and graduate employability, was selected for the study. Using qualitative interview data from four academics and 14 international students from a programme in educational studies, this research explores the ways international students conceptualise employability, the strategies they employ to enhance their job prospects and the systemic barriers they encounter. Findings reveal that although the participants actively developed their transferable skills, adaptability and resilience, there are systemic barriers that reduce their opportunities for employment. The identified barriers include restrictive visa policies, information asymmetry, occupational downgrading, employer discrimination and low-quality careers support provided by the host university. There was a view among participants that ethnic resources and social networks could facilitate their access to jobs in the United Kingdom. This study suggests that improving international student employability requires a multi-faceted approach. Universities need to provide international students with tailored careers support and clear guidance on UK work requirements, and to foster stronger partnerships with employers. Policymakers need to make visa policy less hostile to international students in order to create an inclusive labour market. © 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Educating the future-ready workforce in STEM fields is complex. This is demonstrated by numerous publications in the context of the fourth industrial revolution, the 21st century skills, and the development of integrated models in STEM Education. In this article, this complexity is first addressed on a theoretical level by reviewing developments in the world of work and the associated challenges for General Didactics and Subject Specific Education. A synthesis of the contrasting perspectives shows that empirical research requires sufficiently complex settings. With MINTco@NRW, such a setting is presented, and its complexity characteristics are identified. In addition, insights are provided into the research perspectives associated with the project. They are mathematical-relatedness, students’ self-efficacy and the mentoring of STEM problem solving. Research questions that arise are in the contexts of performance assessments in such settings and teacher training to provide the necessary skills to make learners future-ready. The conclusion is that integrated STEM education for a future-ready workforce requires scientific approaches that make fruitful use of the mentioned complexities. © 2025 University of Helsinki. All rights reserved.

This study explores the experiences of refugee students enrolled in Vocational Training Centers (VTCs) in Türkiye, illuminating how economic imperatives and legal frameworks shape their educational trajectories. Drawing on qualitative data from students, parents, and educators, it finds that VTCs function primarily as pathways for rapid labor market integration, rather than fostering holistic development, critical thinking, and democratic engagement. Participants describe educational environments marked by limited academic content, irregular school attendance, and exclusionary workplace practices, which collectively reinforce social stratification and constrain opportunities for mobility. While VTCs offer refugee youth pragmatic responses to immediate economic pressures, this narrow focus risks reducing education to a tool of short-term survival, sidelining broader social and civic goals. The study calls for inclusive and critical pedagogical approaches that empower refugee students for meaningful civic and economic participation in society. Policy recommendations include aligning vocational education with knowledge-based models responsive to both labor market demands and the specific social integration needs of refugee students, strengthening pathways to higher education, and fostering collaboration between educational institutions and labor market actors. Ultimately, this study suggests that reimagining VTCs as inclusive, future-oriented spaces is crucial for transcending purely utilitarian paradigms and better promoting social justice and democratic participation for refugee youth. © 2025 Elsevier Ltd

The aim of this chapter is to explore the origins of education, its evolution through different historical periods, its significance in contemporary society, the effect of the learning-by-doing approach on student development through project-based activities carried out at a vocational high school-type school. The sample of the study, which covers a vocational school's projects between 2017 and 2024, consists of the students of the school and the school's practical kindergarten school. In the study, the document analysis method was utilized to analyze documents such as student feedback, press releases, reports on projects, and student studies, and the comparative approach and longitudinal and qualitative research methods were employed together. The data was collected through observation and interview forms, and document analysis, content analysis, and comparative approach methods were used to analyze and interpret the collected data. The findings of the study indicated that projects carried out at school had positive effects on student development. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Introduction: teaching automotive electrical systems in vocational education presents several challenges, including the abstract nature of the concepts covered and the conventional, non-interactive teaching methods. Objective: this study aims to describe analytical skills by introducing the Diagnostic Trouble Box (DTB). The research objective focuses on assessing the learning outcomes of the DTB in comparison to traditional methods. Method: this study employed a quasi-experimental design with a pretest-posttest control group, involving 86 students in the 11th-grade automotive vocational class. students were assigned to either an experimental group, which was taught using the DTB method, or a control group trained with conventional techniques. Data collection included analytical thinking tests, with data analyzed through paired and independent sample t-tests. Results: learning with DTB significantly enhanced analytical thinking skills, especially off-set active electrical components based on diagnostics. The post-test mean score of the experimental group was 79,26 while the control group scored 68,41, resulting in a mean difference of 10,85 (p = 0,000). Improvement was most notable in the components of decision-making, systematic reasoning, and diagnostic accuracy. These findings demonstrate the reliability of DTBs for electrical diagnostics and suggest that the model may also be useful for developing other technical competencies based on data-driven problem-solving strategies. Conclusion: the study highlights the vocational relevance of the DTB model for fostering critical and evaluative competencies in advanced automotive education. It enhances diagnostic preparedness by academically justifying the integration of simulation-based learning into vocational education. © 2025; Los autores.

This chapter examines the effects of teaching practices in different contexts that prepare students for their future careers through a vocational education intervention. Over a year, an experimental group learned workplace mathematics in the vocational classroom into one-third of their lessons, while the control group used standard textbook instructions. A statistical analysis of a pre and a post-test analysis of over 250 students’ revealed a deficiency in applied problem-solving skills upon entry into vocational education. Post-intervention, both groups significantly improved these skills, with the control group performing slightly better than the experimental group. The chapter ends with a discussion of the reasons for the students’ lack of skills and the reliability and validity of the tests. It also discusses applied problem solving as an umbrella term and how the intervention will be followed up. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.