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Purpose: This study aimed to explore the relationship between self-efficacy and resilience in Chinese secondary vocational students and examine the mediating effect of emotional intelligence. Methods: In September 2023, a cross-sectional survey was conducted in 282 Chinese students from three secondary vocational schools by using a voluntary and anonymous structured questionnaire, which included a general self-efficacy scale (GSES), emotional intelligence scale (EIS), and resilience scale (RS). The data were analyzed using SPSS 26.0 software and macro PROCESS. Results: The scores of self-efficacy, emotional intelligence, and resilience of Chinese secondary vocational students were above the average level. Correlations among the self-efficacy, emotional intelligence, and resilience levels of students were significant. The analyses of mediating effect showed that emotional intelligence partially mediated the influence of self-efficacy on resilience of secondary vocational students. Conclusion: Self-efficacy was positively associated with resilience. Self-efficacy not only has a direct effect on the resilience of secondary vocational students but it also indirectly affects the resilience through the mediating role of emotional intelligence. These findings valuable for designing the secondary vocational school programs aimed at improving students’ psychological resilience. © © 2024 Jiang.

The surveying profession has proven its value in the current era of development, as it offers services that generate, enhance, preserve, and protect valuable property and assets. Despite increasing attention, surveying education seems to be falling behind in meeting the demands of the construction industry by producing graduates with essential employability skills. Only a few studies have attempted to review the employability skills expected by employers from surveyor graduates. Therefore, this systematic review aims to identify essential elements of employability skills for surveyor graduates. The preparation of this review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review method. A total of 25 related studies were obtained from three databases: Scopus, ScienceDirect, and Google Scholar. The findings revealed that the most crucial employability skills expected from surveyor graduates are communication skills (functional work skills), leadership skills (functional work skills), teamwork skills (functional work skills), critical thinking skills (cognitive skills), and emotional intelligence (personal and entrepreneurial skills). Surveying education should consider incorporating these identified skill sets into their curriculum and training modules to ensure the employability and readiness of graduates for the workforce. © Universiti Putra Malaysia Press.

The shortage of skills in the workforce is one of the major problems facing enterprises today. How American businesses and organizations intend to deal with these issues and operate in a global market under strong competition is one of their primary worries. The only logical and tangible solution to this issue is for the educational system and major businesses and organizations to begin making investments in educating more children and young adults in soft skills like the 21st-century 4Cs skills (critical thinking, communication, creativity, and collaboration) to prepare them to meet the challenges of emerging businesses and technologies. The 21st century has witnessed a rapid transformation in the global workforce and the skills required to thrive in it. Traditional knowledge-based skills alone are no longer sufficient to succeed in today’s complex and dynamic business environment. Instead, organizations increasingly value what is known as the "4Cs” skills: communication, collaboration, critical thinking, and creativity. However, a significant skills gap exists, where many employees lack these crucial abilities. This book explores the impact of the 21st-century 4Cs skills gap in organizations and how it affects their performance, innovation, and competitiveness. The 21st-century 4Cs skills gap poses a significant challenge for organizations across industries. The inability to communicate effectively, collaborate seamlessly, think critically, and foster creativity can hinder productivity, innovation, and competitiveness. As the business landscape continues to evolve, addressing this skills gap is not only a necessity but also a strategic imperative for organizations looking to thrive in the 21st century. Bridging the gap through training, recruitment, and a commitment to a learning culture will be essential for success in the increasingly complex and interconnected world of business. © 2025 Behnam Bakhshandeh.

“It takes more than intelligence to act intelligently”. An education that enriches and kindles the thinking ability of a person and ignites not only the knowledge but also the skills and attitude to draw to an innovative conclusion with holistic development is termed Whole Person Education (WPE). A framework for achieving a 360-degree development of a student is devised and used. This framework consists of 14 indicators that are mapped with the Graduate Attributes (GA) defined by NBA. These 14 indicators include research, advanced studies, industry interactions, publications, IPR, sports, and other life skills such as communication, leadership skills, teamwork, and character building. © 2024, Author. All rights reserved.

The university is an environment that allows the student to be able to diversify different situations, and there is a need to train sensitive and empathetic professionals for a competent society. The objective of this research was to design a didactic strategy to develop socioemotional competencies in students at a university in Lima. A qualitative methodology of non-experimental, cross-sectional, and descriptive design was used. The sample consisted of 34 students and four teachers. The techniques used included questionnaires, observations and interviews. The results showed 11 emerging categories, seven of which were approximate to the a priori category and four were influential in the research. A validated didactic strategy was presented with two lines of action composed of three stages: classroom emotional diagnosis, management of socioemotional teaching activities, and transformative evaluation; all under a model of Social and Emotional Learning, the Theory of Emotional intelligence, and the epistemological positions of Neuroscience in Learning. © 2024 Sciedu Press. All rights reserved.

With the increasing breadth and sophistication of cyber threats, machine learning must be integrated into cybersecurity. This study uses a bibliometric analysis on 427 documents from 2019 to 2023 to pinpoint current trends in machine learning applications for cybersecurity. An exponential 96.55 percent yearly growth in publications is shown by our analysis of data from the SCOPUS database, indicating a spike in research activity. We identify eminent journals like IEEE Access that are leading the way in dissemination, and active contributors like Sarker IH. Key research themes, including malware detection, Internet of Things ecosystems, network security, and model accuracy optimization, are revealed through the examination of keywords and semantic topics. The adoption of deep learning is a sign of technological progress. According to our findings, machine learning integration is widely used in cybersecurity for tasks like threat intelligence and infrastructure monitoring, to name just two. Availability improvements are still given priority by reliable automation. Due to the increase in cyber threats, machine learning is becoming a necessary skill rather than an add-on. This research sheds light on the groundbreaking findings and exponential trajectory that are transforming machine learning's application in cybersecurity. Machine learning is ushered into a new era of intelligent and flexible cyber defense systems, which implies that sustained innovation through international cooperation will be crucial. Our timely bibliometric analysis establishes a framework for future cybersecurity and machine learning research, as well as for technological advancement. © 2024, Innovative Information Science and Technology Research Group. All rights reserved.

To achieve climate neutrality by 2050, the consistent transformation of the mobility sector is one of the most important pillars of the European Green deal. As a result of green and sustainable approaches, novel automotive concepts and massive digitalisation in the mobility ecosystem is undergoing a continuous development towards eco-friendly solutions and novel business models, and the changing landscape of automotive industry comes with a significant social impact as well. The overall horizontal collaboration on skills agenda in the Automotive-Mobility Ecosystem is assured throughout the Automotive Skills Alliance (ASA) [1], which is the Large-scale Pact for Skills Partnership. The latest strategic project of the partnership to support its activities is the Digital & Green Skills Towards Future of the Mobility Ecosystem (TRIREME) which promotes a collaboration between industry stakeholders and training providers including Vocational education Trainings (VETs), Higher Educations (HEs) and universities), moreover, also emphasizing the widespread public representation of different project segments and evaluating the social impacts and regional impact of the changes in the Automotive-Mobility Ecosystem. In parallel to the development of sectoral skills strategy, our department (Department of Electronics Technology-ETT) is contributing to deliver specific training materials and courses within Work Package 4 (WP4), which is based on the gathered and processed intelligence from previous desk research, survey activity and participation in professional events. The methodology of course development relies on the concept of modularity, our professional competences in the field of Automotive-mobility, and the fulfillment of requirements to cover the needed skills, the competence and the occupational profile subsets. © 2024 IEEE.

This study investigates enhancing professional abilities among university students in Kazakhstan through digital educational interventions. These abilities are increasingly crucial in a labor market shaped by rapid technological advancements. The research included 520 students from Toraighyrov University and L.N. Gumilyov Eurasian National University. The research employed a systematized methodology that involved a literature review of existing studies to identify key themes related to students’ professional abilities and rigorous testing and correlation analyses using SPSS software. The educational interventions consisted of interactive online classes, a 12-week MOOC in “Psychology,” and a 16-week course on managing learning processes using distance education technologies. The interventions significantly improved students’ performance on cognitive ability tests, enhanced creativity-related task outcomes, increased motivation, and strengthened professional orientation. These gains are supported by paired t-tests and align with theoretical frameworks such as Cattell’s theory and Self-Determination Theory. This study underscores the effectiveness of digital tools and interactive platforms in developing cognitive and non-cognitive skills, which aligns with contemporary educational reforms and studies in Kazakhstan. © © 2025 Kurakbayeva and Xembayeva.

The purpose of this study was to determine the impact of Itinerario+ program, an intervention aimed at improving the different areas of competence of the social and emotional learning model (i.e., self-awareness, social awareness, self-management, relationship skills and responsible decision-making) among students of Basic Vocational Education and Training from disadvantaged contexts. The sample was composed by 140 first year students (70 experimental group y 70 control group) from four different Basic Vocational Education and Training programs taught in five educational centers in the southern district of the city of Madrid (Spain). Social and emotional learning was assessed by the Social and Emotional Learning Scale. After assigning students to either the experimental or control group according to quasi-experimental design with a non-equivalent control group, it was confirmed that both groups were equivalent around the control variables or covariates and Itinerario+ program was implemented. This intervention was integrated with school instruction, so the curriculum was developed in six transversal projects, including other activities (i.e., peer mentoring, individualized tutoring, vocational and professional guidance, internships in a professional environment), which were carried out by a team of previously trained teachers and educators. The results after comparing the experimental and control groups yield statistically significant differences in favor of the experimental group in social and emotional learning. These results confirm the effectiveness of the program to improve the social and emotional learning of students at risk of social exclusion, so it can be stated that Itinerario+ is an example of evidence-based practice. © 2024, Univ Nacional de Educacion a Distancia (UNED). All rights reserved.

Students’ Emotional intelligence and academic motivation are theorized to shape student learning engagement activities. Nevertheless, there is limited knowledge regarding the mediating mechanisms that explain this relationship. Based on Self System Model of Motivational Development, this study examined whether teachers’ support mediated the relationship between Emotional intelligence and learning engagement, as well as the connection between academic motivation and learning engagement among college students. Totally, 336 students (female: 63.4%, male: 36.6%, mean: 1.63, Std.:0.482) were recruited from two public vocational education institutes in China. The expert questionnaire was sent via email to 10 experts in order to collect their thoughts on the aspects that influenced learning engagement. The factors that influenced students’ learning engagement were identified based on the Fuzzy Delphi method. Hence, the quantitative (questionnaire survey) design was used to gather students’ data on demographic variables, emotional intelligence, academic motivation, teachers’ support and learning engagement. The structural equation model (PLS-SEM) was used to analyse the data. The findings of this study reveal the positive impact of students’ Emotional intelligence and academic motivation on learning engagement in the educational field by adopting teachers’ support as a mediating variable. The results highlighted vital internal and external factors in the process of creating an academic environment that motivated students to learn. This will improve the performance of the teaching faculty and lead to the student’s academic success. This research proposed a new instrument to assess the students’ engagement, which contributed to carrying out new research in the university educational context from a new research perspective. © The Author(s) 2024.