Search Results for
"Students"

This study aims to detect the influence of international internships on the academic mobility of students of higher educational institutions, as well as their professional development and intercultural integration. Survey method, Intercultural Competence Scale, Career Readiness Competencies (NACE), engagement of focus groups, as well as statistical methods such as t-test, χ²-test and correlation analysis were used in the study. The results showed that international internships significantly influence the development of the core competencies. In particular, the average score for communicative skills increased from 3.9 to 4.6 after participation in the internship, for critical thinking — from 3.8 to 4.5, and for teamwork — from 3.7 to 4.4. © 2025, Adam Marszalek Publishing House. All rights reserved.

With the rapid development of information technology, the application of augmented reality technology in the field of education has attracted more and more attention. As a technology-intensive industry, refrigeration and air-conditioning industry requires more and more professional skills of employees. Traditional skills training methods are often limited to theoretical learning and basic operation, lacking interactive experience of real scenes, which is difficult to meet the teaching needs of modern apprenticeship. This paper first outlines the basic concepts of augmented reality and modern apprenticeship, and then analyzes several advantages of AR technology in teaching, including improving students' learning motivation and creating immersive learning environment. The article also discusses the application mode of AR technology in refrigeration and air conditioning skills training in detail, such as 2. 5 + 0. 5 training mode and curriculum system design, in order to improve the training effect through these methods and meet the needs of the industry for highly skilled personnel. © 2025 IEEE.

This study examined the relationships between work volition, career adaptability, future expectations about work and education, and life satisfaction, with decent work as a mediator, based on the Psychology of Working Theory. Study 1 validated the Work Volition Scale-Student Version with 545 Turkish vocational high school students. Study 2, conducted with 557 students, found that all relationships among predictor, mediator, and outcome variables were significant, except for the direct link between work volition and life satisfaction. Mediation analysis showed that future decent work perceptions partially mediated the relationship between work volition and future expectations about work and education, as well as between career adaptability and these expectations and life satisfaction. Additionally, future decent work perceptions fully mediated the link between work volition and life satisfaction. These findings highlight the importance of psychological factors in shaping vocational students’ perceptions of future decent work, particularly in socio-economically disadvantaged regions of Türkiye. The study underscores the role of future decent work perceptions in linking psychological factors to decent work outcomes. Enhancing students’ work volition and career adaptability can strengthen their perceptions of securing decent work, improve their future expectations, and ultimately facilitate a smoother transition from school to work. © The Author(s) 2025

As artificial intelligence (AI) technologies advance, their potential to transform education is promising. From personalized learning to intelligent tutoring systems, AI offers tools that enhance student engagement and streamline administrative tasks. However, implementing AI in the classroom comes with challenges. Educators, administrators, and policymakers must navigate barriers, including limited technical infrastructure, data privacy concerns, lack of teacher training, and equity access across schools. Understanding and addressing these obstacles ensures that AI enhances educational equity rather than increasing existing divides. Further exploration may reveal key challenges and identify strategies for integrating AI into classroom practice. Navigating Barriers to AI Implementation in the Classroom investigates the ways in which AI alters education by streamlining administrative tasks, introducing new individualized learning opportunities, and transforming instructional strategies. It examines the capabilities of AI in education, including intelligent instruction, automated assessments, data-driven insights, adaptive learning systems, and ethical issues related to its employment in classrooms. This book covers topics such as classroom management, policymaking, and student engagement, and is a useful resource for educators, computer engineers, policymakers, academicians, researchers, and scientists. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Background/purpose. The vocational education course in the basic school stage is an important course. Thus, this study aimed to identify the impact of vocational education (VE) classes on students' attitudes towards vocational and technical learning paths in Jordanian public schools from the perspective of the VE teachers in those schools. Materials/methods. The descriptive, analytical, and quantitative approaches were adopted. The researcher visited several basic schools in Irbid, Ajloun, and Jerash. He passed the questionnaire forms to 150 vocational education teachers by hand. Thus, the sampling method is the purposive sampling method. Those teachers include male and female teachers. All the forms were retrieved and deemed valid for analysis. Results. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. In addition, it was found that there is no statistically significant difference between the respondents’ attitudes, which can be attributed to gender. However, there is a statistically significant difference between the respondents’ attitudes, which can be attributed to experience. The latter difference is in favor of the teachers who have less than five years of experience. Conclusion. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. © The Author(s), 2025.

Work-based learning is a core element of vocational education and training in Sweden, designed to support students’ transition from school to the workplace. This study explores how vocational teachers prepare students in need of support for WBL within upper secondary education. Drawing on Biesta’s (2020) three educational domains qualification, socialisation, and subjectification. The research analyses how teachers develop students’ vocational skills, facilitate adaptation to workplace norms, and encourage personal autonomy. Based on semi-structured interviews with fifteen vocational teachers across nine schools and programmes, the study reveals that teachers play a crucial mediating role between school and workplace demands. Findings indicate that preparation involves a blend of vocational instruction, behavioural guidance, and scaffolding towards independence. While teachers actively address qualification and socialisation, efforts to promote subjectification especially among students in need of support are often constrained by institutional and contextual limitations. The study highlights the need for inclusive, integrative pedagogies that align educational and vocational expectations while fostering student agency and belonging. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: With an increasing focus on social accountability in program design in response to a shortage of rural healthcare professionals, emerging approaches in pre-registration health professional education (HPE) offer ‘place-based’ solutions. This review assesses the adoption of these approaches by the international HPE community and describes how programs are designed to recruit and train students ‘in place’. Methods: Utilizing a global scoping review, a search strategy of relevant HPE databases was developed based on the review’s eligibility criteria and key search terms. Titles and abstracts of all articles were screened against the review’s inclusion criteria, followed by full text review of articles retained. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping reviews (PRISMA-ScR) checklist. Results: Database searches identified 4,215 articles (1,526 duplicates). Title and abstract screening were completed, with 319 retained for full text review. Of these, 138 met the inclusion criteria, with 50 unique HPE programs from 12 countries identified, predominantly from medicine or nursing and midwifery. Programs often had a dual purpose to provide a rural workforce and increase access to HPE for under-represented groups. Recruitment strategies included preferential admission of local students, identifying students with rural or primary care intentions, community involvement in selection, and pre-entry programs. A typology of four training models was identified: short-term rural placements, extended rural placements, rural campuses, and distributed blended learning. Distributed blended learning occurred primarily in nursing and midwifery programs, enabling students to train in their home rural communities. Outcomes evaluated by programs focussed on graduates’ work locations, the effectiveness of widening access measures, and academic results. Discussion: Despite heterogeneity of design and context, place-based programs were characterized by three common features closely aligned with social accountability: widening access to HPE, comprehensive program design and a community-engaged approach. Key considerations for place-based HPE program design are the geographical scale of the program, strategies for student recruitment from the target region, provision of continuity with rural communities through longitudinal training experiences, engaging communities in the design and delivery of the program, and alignment of evaluation with the goals of the program and the communities served. © © 2025 Fuller, Beattie, McGrail, Versace and Rogers.

This study examines laboratory training for engineering students with pedagogical profiles in industrial parks. It explores the integration of technical and educational competencies, highlighting benefits, challenges, and methodological solutions. Emphasis is placed on experiential learning, professional identity development, and creating sustainable models that bridge engineering practice with vocational education teaching. © 2025 IEEE.

Introduction: understanding plant asexual reproduction is vital for fostering scientific literacy, especially in agriculture, biodiversity, and sustainability. Yet, students often struggle with these abstract concepts due to limited contextualization and practical application in traditional instruction. This study examined the effectiveness of a Contextualized STEM Approach in improving students’ conceptual understanding, performance, and perceptions. Method: a quantitative one-group pretest-posttest design was employed with 105 Grade 7 students from a public secondary school in Iligan City. Data were collected through a researcher-made pretest and posttest, a perception survey, and performance task scores. Analyses included descriptive statistics and paired t-tests to determine conceptual gains and intervention effects. Results: findings revealed a significant increase in posttest scores (MD =-10,84, t =-40,996, p < 0,001). More students attained Mastery and Proficient levels, while those in the Unsatisfactory category decreased by 20 %. Most groups achieved the Advanced level in performance tasks, demonstrating effective application of propagation techniques. Survey responses showed strong agreement that lessons were relevant, clear, and engaging. Conclusions: the Contextualized STEM Approach enhanced students’ conceptual understanding, performance, and motivation in learning plant asexual reproduction. These results affirm its potential as an effective pedagogical strategy in science education. Future studies may investigate its scalability across varied topics and learner groups. © 2025; Los autores.

In today’s rapidly evolving technological landscape, the acquisition of practical skills has become increasingly important to meet the demands of the labour market. In vocational education and training, the focus on practical skill acquisition is paramount, especially in fields such as electrical installation and maintenance work, which require a high degree of technical proficiency and competency. Self-directed learning, which places the responsibility for learning on the learners, has gained increased attention as an approach to enhancing students’ engagement and motivation and promoting lifelong learning skills. Therefore, this study investigates the effect of self-directed learning on student engagement in practical skills acquisition in electrical installation and maintenance work in Nigeria. Using a stratified sampling technique, 500 electrical installation and maintenance work students were selected as the sample for the study. Exploratory and confirmatory factor analyses were used to analyze the students’ responses. The study revealed that students’ task value, learning motivation, self-monitoring, interpersonal communication, and planning and implementation influenced their engagement in practical skills acquisition. Also, learning motivation, self-monitoring, planning and implementation but not interpersonal communication influenced students’ task value about practical skills acquisition. The outcomes of the study shed light that student’s motivation to engage in practical learning activity is influenced by their expectancy of success and perceived value of activity. Likewise, this outcome will positively influence the government, teachers, and education policymakers as regards to enhancing practical skill acquisition in schools. © The Author(s) 2025