Search Results for
"education"

Project Management Maturity Models (PM3) are meant to aid organizations working to execute their projects effectively and completely. Despite increasing project management education and certification, many organizations still struggle with project success rates. So, why do PM3s, designed to enhance project management capabilities, continue to fail to deliver expected results? Project Management Maturity Models for Organizational Performance addresses this question by analyzing the obstacles to PM3 adoption and the factors contributing to high project failure rates. The book, gathering feedback from over 1,200 PM practitioners, sheds light on the limitations of existing PM3s and offers solutions to overcome these challenges. The proposed solution, the Duplex Project Management Maturity Model (DPM3), provides a more user-friendly and adaptable approach to assessing PM3 capabilities for different project types and scales. This book is valuable for project managers, organizations, and stakeholders looking to improve project outcomes, as well as for researchers studying business management and organizational efficiency. By providing a nuanced understanding of PM3 adoption barriers and project failure trends, the DPM3 offers a practical framework for enhancing organizational performance. It guides practitioners to PM maturity that aligns with international standards and best practices. This book is essential for those seeking to transform modern management practices and drive project success. © 2025 by IGI Global Scientific Publishing. All rights reserved.

In countries that have a dual system of vocational training, like Austria, Germany, and Switzerland, the levels of education and employment are higher, with the risk of NEET being lower. Especially the German labour market is a good example of successful youth transitions into gainful employment and decent work. The aim of this paper is a preliminary assessment of the German model of vocational education as a benchmark for Europe. Focusing on the example of Germany and Poland, we investigate not only the costs and benefits of maintaining the dual systems but also several current challenges in the youth labour market. Although the dual system is still the most prominent track for young people, occupational training in school-based systems and tertiary studies is gaining importance. The reduction in the number of applicants for apprenticeship education and training in Germany is not only caused by demographic changes but also by the increasing attractiveness of tertiary studies. This is the reason why we are observing a trend of polarization in education. Considering the advantages of the dual system, we argue that the German apprenticeship approach should be used as a benchmark for the changes that are being implemented in Poland. © 2025 selection and editorial matter, Magdalena Osińska; individual chapters, the contributors.

This research focuses on Chinese vocational art students, employing a mixed methodology combining questionnaires, in-depth interviews, and social psychological observation to construct a multi-dimensional assessment framework for measuring sustainable innovation and entrepreneurship abilities. The study systematically examines the influence mechanisms and developmental pathways of social environmental factors on the formation of these abilities. Through analysis of 426 students from 8 vocational art institutions, the research reveals that vocational art students' sustainable innovation and entrepreneurship abilities exhibit a three-dimensional structure comprising cognitive abilities, behavioral skills, and psychological qualities. These dimensions are interconnected and mutually reinforcing, collectively forming an integrated system of sustainable innovation and entrepreneurship capability.The findings indicate that the educational environment influences innovation and entrepreneurship abilities through three pathways: knowledge transfer, behavior shaping, and psychological construction, with practice platforms (direct effect=0.57) and mentor guidance (direct effect=0.49) showing the most significant impact. The vocational ecological environment functions through market driving, social capital, and professional identity mechanisms, with students from different professional fields showing significant differences in innovation and entrepreneurship abilities (F=44.37, p<0.001). Cultural values exert influence through value identification, identity construction, and social support, with reform openness demonstrating the most significant correlation with innovation and entrepreneurship ability (r=0.68).The research identifies three typical individual development profiles (explorers, integrators, and innovators) and their corresponding educational support systems, finding that social resource integration ability is a key success factor for sustainable innovation and entrepreneurship. Based on these findings, the study proposes the construction of a "three-dimensional integrated" ability development system and a "whole-environment, multi-stage, personalized" educational ecosystem, providing theoretical foundation and practical guidance for cultivating innovative and entrepreneurial talent in vocational art education. © 2025 by author(s).

The aim of the present study was to reveal modern approaches to the teaching process based on the principles of fractal didactics. This study reveals the concept of ‘fractal didactics and its influence on the educational process, subject teaching and personality development of future specialists. The principles of fractal didactics are defined and described, in particular: integration, self-similarity, openness, integrity, self. Such synergetic principles of personality development in the conditions of fractal didactics as: the principle of integrity, the principle of continuous development and the principle of balance are disclosed. The methods of fractal pedagogy include integrated as well as holistic learning, and their role in the educational process is described. The results of observation of the process of teaching Russian, Kazakh and English languages, built on the principles of fractal didactics, conducted on the basis of the Kazakh National Pedagogical University named after Abai, are presented. The results of the observation demonstrated that the basis of quality language training of future specialists in the conditions of digital society is the use of integrative and holistic approaches. It is concluded that fractal didactics can increase the effectiveness of subject teaching, in particular teaching Russian, Kazakh and English languages, in the conditions of digital civilization, as well as prepare students for continuous development. The levels of Benjamin Bloom’s taxonomy are described, on the basis of which the educational model of fractal didactics is developed. The most effective way to ensure the formation and development of the necessary skills is through an educational system that corresponds to the taxonomy model of fractal didactics, which was described in the framework of this study. © The Author(s) 2025.

Significant progress has been made in artificial intelligence (AI) in recent years, with AI applications now being used across various fields, including education, healthcare, economics, and scientific research. In this context, AI offers valuable contributions to education and public administration, such as personalized learning experiences, improved teaching strategies, data analysis, and strategic recommendations. Consequently, examining the adoption and diffusion of AI in these areas has become a critical focus. AI Adoption and Diffusion in education explores the adoption and diffusion of AI in education and public administration. It examines the opportunities, challenges, and ethical considerations of AI adoption, offering insights into its practical implementation and future impact. Covering topics such as accessibility technologies, data mining, and unemployment, this book is an excellent resource for researchers, managers, governmental employees, educators, administrators, and more. © 2025 by IGI Global Scientific Publishing.

Introduction. The Fourth Industrial Revolution has brought about significant changes in both the economy and education. This study introduces a tailored self-design training model specific to Indonesia's industries for students. Aim. The present research aims to develop a learning model that is product-oriented and tailored to meet the needs of the industry. Additionally, it seeks to evaluate the model's effectiveness in enhancing the readiness of vocational high school (VHS) students. Methodology and research methods. The study employed various testing methods, including interviews, questionnaires, and practical performance assessments. Results and scientific novelty. The developed Industry-Integrated Self-Design Project Learning (i-SDPL) model integrates the learning experiences from VHSs with an industry component aimed at familiarising students with the professional environment of enterprises. This model emphasises student independence in the development and implementation of industry projects. The integration with industry within the model offers students access to the latest technologies and practical knowledge that may not always be available in an academic setting. The advantages of this model include active student participation in enterprise operations, training based on real products, and a comprehensive enhancement of both technical competencies and soft skills compared to traditional methods. The effectiveness of the i-SDPL model is evaluated based on three main competency aspects, each with clear indicators and criteria. The i-SDPL model has demonstrated its effectiveness in enhancing attitude, knowledge, and skills competency among 136 students across two trial implementations. Scientific novelty. An original i-SDPL model has been developed to ensure the integration of vocational education programmes with the specific needs of various industries. Practical significance. The widespread adoption of the i-SDPL model will further enhance partnerships between vocational education institutions and industry. The findings of this study are not only pertinent to the VHS system in Indonesia but can also serve as a valuable guide for vocational education institutions in other countries facing similar challenges. © Sudarsono B., Saputra W.N.E., Ghozali F.A.

Vocational institutions are essential in shaping individuals who are skilled, adaptable, and capable of integrating into various industry sectors. These institutions provide comprehensive training programs that extend beyond conventional teaching methods, emphasizing practical applications and hands-on experiences. This study examines how Measurement Level and System Integration in vocational education impact work readiness. Data was collected from 55 students in engineering programs at Universitas Negeri Padang using questionnaire that measured perceptions of system integration and work readiness, including indicators such as knowledge proficiency and technology utilization. The analysis, using Pearson's correlation and SmartPLS, found a strong positive correlation (r = 0.828) between effective system integration and work readiness. This means that better system integration is linked to improved student readiness for the workforce. © (2025), (UIKTEN - Association for Information Communication Technology education and Science). All Rights Reserved.

Europe is facing significant challenges in education, particularly within the rapidly evolving field of Additive Manufacturing (AM). As industries increasingly demand skilled professionals to adopt this technology, it becomes crucial to tackle these educational challenges through forward-thinking strategies across borders. Addressing this gap will ensure that Europe remains at the forefront of technological innovation and is able to meet the growing demands of the AM sector, which is expected to revolutionize manufacturing processes across industries. In response to this urgent need, a consortium of six European organizations has proposed the AMTE@CH project. This innovative project aims to combine Massive Open Online Courses (MOOCs) about hands-on tools and Vocational education and Training (VET) programs, creating a well-rounded training course tailored to the needs of Additive Manufacturing. By integrating both theoretical and practical learning modules, the project seeks to bridge the gap between academic knowledge and real-world applications, offering a comprehensive learning experience. This paper delves into the design phase of the AMTE@CH project, showcasing the creative and engaging learning scenarios carefully crafted for diverse groups of trainees. Each scenario is designed to cater to varying skill levels and backgrounds, ensuring all participants have the necessary knowledge and practical skills. The MOOC has been validated in a pilot phase involving 30 trainers who assessed its effectiveness. Their feedback sheds light on the strengths of this training approach and areas for improvement, ultimately informing future iterations of the program and contributing to the advancement of education in Additive Manufacturing across Europe. The AMTE@CH project fosters collaboration among institutions in different European countries, enabling knowledge exchange and the sharing of best practices. This approach not only enriches the learning experience but also creates a network of professionals equipped to meet the future demands of the AM industry. By bridging the skills gap, the project aims to support the growth of a competitive workforce in Europe through technological innovation, ensuring long-term success and sustainability in the sector. Moreover, it supports the alignment of educational programs with the evolving needs of the global market, preparing learners for the challenges of tomorrow's economy. © 2025 IEEE.

Traditional assessment methods struggle to authentically capture the practical application of competencies in complex learning environments such as SEL (Social-Emotional Learning) and CTE (Career and Technical education). These fields require tools that go beyond self-reports or structured written assessments, which often miss the nuanced, context-driven ways students demonstrate skills. ZoneSight leverages generative AI to perform deep contextual analysis on unstructured data like audio and video, allowing for a richer, more flexible assessment of competencies that more closely reflect the authentic learning, while also introducing more objectivity and scalability to assessments in these fields. This paper presents early progress and preliminary results from ZoneSight, a tool designed to address this challenge by analyzing real interactions to extract insights into nuanced competencies, beginning with SEL. ZoneSight's scalable, psychometrically sound assessments align with the dynamic nature of SEL (current focus) and hold future potential for application in CTE environments. © 2025 IEEE.

Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies-such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for Engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a 2k factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking (d=-1.875; p < 0.05), Design of Experiments (d=-2.232; p<0.05), Sustainability (d=-1.142; p <0.05), and Artificial Intelligence (d=-1.143; p < 0.05) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era. © 2025 IEEE.