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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.

The Cybergogy approach is a teaching and learning methodology that integrates technology and pedagogy to promote critical thinking skills and inventive problem-solving among Technical and Vocational Education and Training (TVET) learners. This approach leverages the affordances of digital technologies such as virtual reality, simulations, and gamification to create immersive learning experiences that engage learners and promote higher-order thinking skills. The purpose of this study is to determine the relationship between the use of the cybergogy approach and the development of thinking skills and inventive problem-solving skills among the TVET learners and analyze the correlational strength between Thinking skills and Inventive Problem-Solving skills. The study used a quantitative research design, with correlational study, with 164 sample size from TVET learners. The data collected from the study analyzed using descriptive statistics, non-parametric test. The analysis explored the differences in the development of thinking skills and inventive problem-solving skills. The analysis will also examine the learners' perceptions of the effectiveness of the cybergogy approach in promoting these skills. The study findings showed that the Cybergogy approach can be an effective way to promote thinking skills among TVET learners. However, cybergogy approach not effective way to improve problem solving skills. The findings of the study could inform the development of effective teaching strategies that incorporate cybergogy to enhance the learning experience and improve the skills of TVET learners. The study could also contribute to the growing body of knowledge on the use of cybergogy in education. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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.

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.

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 study conducts a comparative analysis of lifelong learning policies targeting NEET (Not in Education, Employment, or Training) youth in Singapore, South Korea, and Thailand. While these nations have implemented structured lifelong learning frameworks, the effectiveness of their policies varies significantly due to differences in policy structure, accessibility, employer engagement, and workforce integration. Using a document analysis methodology, this research examines how each country’s policies facilitate skill development, employability, and economic participation among NEET youth. Findings reveal that Singapore’s SkillsFuture model, despite being financially robust and industry-driven, lacks personalised support mechanisms for disadvantaged youth, making it difficult for them to navigate self-directed learning opportunities. South Korea’s vocational training programs, though strongly linked to employment pathways, suffer from rigid academic entry requirements and persistent cultural biases favouring university degrees. Thailand’s ONIE system provides accessible, community-driven education, yet weak employer collaborations and the absence of standardised certification frameworks hinder its effectiveness in securing stable employment. This study emphasises the need for hybrid policy approaches, integrating structured funding, employer-driven training, and flexible learning pathways. The findings underscore the importance of government-industry collaboration, digital inclusivity, and targeted mentorship programs in shaping equitable, future-ready lifelong learning models that empower NEET youth across diverse socio-economic backgrounds. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

The research of teacher training in vocational environments is aimed at the development of abilities and knowledge using collaborative methods like enterprise-school collaboration. This research delves into how such collaborations influence vocational teacher readiness and professional growth. It looks at the existing vocational teacher education and determines the role that school-enterprise collaborations play in teachers’ industry knowledge and teaching effectiveness. The evidence demonstrates that teachers’ active engagement in such collaborations is positively related to a better grasp of industry trends, higher student motivation, and better academic performance. The novelty of this study derives from determining and examining the particular factors that enhance vocational education through school-enterprise integration. © 2025 International Professional Development Association (IPDA).

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.