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Purpose – To explore and synthesise evidence for a better understanding of the use of Community of Practice (CoP) in the workplace learning of student nurses. Design/methodology/approach – This systematic review examined peer-reviewed literature on the impact of CoP membership for student nurses during their placements in various settings. A content analysis was conducted using tabular, descriptive and narrative methods to identify and report key themes. Findings – From 58, 670 resultant articles, only 14 were included for data charting and content analysis. Most of the literature is based on research looking at placement experience of undergraduate student nurses. All articles are qualitative in nature involving CoP in clinical settings in different countries. Content analysis has highlighted several contributions of CoP membership for workplace learning among student nurses: (1) active engagement in workplace discourses, (2) building a stronger sense of professional identity among student nurses and (3) gaining a collective voice in engaging organisational stakeholders around relevant issues. Originality/value – This synthesis findings should guide nursing education stakeholders in creating better placement approaches and interventions that can strengthen placement outcomes. On the other hand, findings also suggest a conflict: a structural paradox associated with short-term membership in long-term CoPs. To address this, the model “Transient CoP” is proposed; however, its theoretical standing remains preliminary and requires extensive validation through further research. © 2026 Emerald Publishing Limited

This work investigates the effects of pre-employment training on employment outcomes for previously incarcerated individuals using two theories developed in the discipline of economics: human capital theory and signaling theory. Human capital theory suggests that preemployment training increases wages and the likelihood of employment by building relevant skills that would improve productivity. Signaling theory asserts that the completion of pre-employment training acts as a signal of participant ability, as ability is known to the applicant but unknown to employers. Using the National Longitudinal Survey of Youth, results support hypotheses related to signaling theory for individuals without a history of incarceration, but show no meaningful relationship between pre-employment training and employment outcomes for previously incarcerated individuals. Findings contribute to both economic and criminal justice theory and can be used to inform employment interventions for those with or without a history of incarceration. © The Author(s) 2023

The UAE is targeting the tourism sector as part of its drive to diversify away from an overdependence on oil and is seeking to attract more nationals to the tour guide profession. The purpose of this research is to assess what factors influence the likelihood of Emirati tourism students considering this vocation. A model that incorporates Career Decision-Making Profile and Arabian Gulf Social Contract dimensions was developed. Survey results (n = 186) show that the nature of the job is considered attractive and, traits like ‘willingness to compromise’ and ‘independent decision making’, increased the likelihood of choosing the profession. Yet, “classic public sector” job preferences and perceptions on societal sentiment toward the ‘appropriacy’ of nonconventional vocations acted as deterrents. Recommendations are to make higher education internship programs more tailored to the individual student and modify the remit of the tour guide role at government-owned sites and venues. © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial 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).

This paper discusses the transformative potential that liberal vocationalism, aligned with contemporary visions of lifelong and lifewide learning, presents for outdoor learning across institutional and industry settings. Utilising Bernstein’s sociological theory, the paper explores this transformation through an illustrative case study of the relations, knowledges and identities of post-Year10 Outdoor Education in Western Australia (WA). The case study highlights how Outdoor Education in WA has been organised through distinct classificatory relations that exist between government, regulatory bodies and individual industry providers that serve to distinguish Outdoor Education from outdoor learning that is ongoing and able to be pursued by people of any age in many and varied learning contexts. These classificatory relations are shown to be reflected in established qualification and training structures, privileged knowledges and particular subject and learner identities. It is argued that consequently, current post-Year10 Outdoor Education provision has a generated a vision of outdoor learning and vocationalism that constrains learners’ access to and engagement with lifelong and lifewide experiences that can enhance their own and others’ lives. In response, three foci are presented that constitute a heuristic framework via which transformative possibilities can be progressed. The first focus calls for progressive relations between institutional education, industry and community stakeholders in the creative re-design of qualification structures and educational experiences. The second underlies the need for qualification and training structures to enable all learners equitable access to knowledges for lifelong and lifewide learning. The third argues for the construction of new therapeutic identities in Outdoor Education that enables learners to orientate towards an experience of outdoor learning that is autonomous and flexible in both theory and practice. The paper concludes by considering research and teaching directions that can facilitate the realisation of these possibilities. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students’ education-to-work transition. However, the effectiveness and underlying mechanisms of these interventions in supporting students with this transition remains largely unexplained. The present review article analyzed 49 articles bringing together two theoretical frameworks on this transition: connectivity and boundary crossing. Results show that connectivity can be increased by collaborating with the workplace in several ways. However, our results also show that higher education seldom learns from this collaboration, resulting in a lack of effective boundary practices to support students in their education-to-work transition. On top of that, our research demonstrates the importance of assessing the effectiveness of any of these interventions from both a student and a labor economics perspective. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts. © (2026), (University of Windsor), All Rights Reserved.

The demand for creative and innovative problem-solvers in industry has encouraged educators to integrate STEM (Science, Technology, Engineering, and Mathematics) with practical technological tools such as Computer Numerical Control (CNC) into the learning environment. This article presents a learning-centered CNC-based STEM course designed to enhance students' creative and innovative skills through project-based learning and student-centered pedagogies. The method employed in this study uses a mixed-method approach to comprehensively understand the impact of CNC-integrated STEM learning on students' creativity and innovation. The article provides a nuanced view of how CNC-STEM learning influences student outcomes. The project-based (PBL), student-centered learning model empowers students to design, build, and critically evaluate original CNC projects. Improving creativity and innovative skills with STEM-based CNC education includes: using PBL in CNC education gives students the opportunity to work on real-world projects, which stimulates their critical and creative thinking. Students gain creative thinking and imaginative problem-solving skills by creating and producing their own items. Collaborative learning using STEM-based CNC instruction promotes student cooperation. When students work in groups, they exchange ideas, solve issues together, and gain knowledge from one another, which develops their innovative and creative thinking, and using STEM to support teaching factory. © 2026 by the authors; licensee Asian Online Journal Publishing Group. This work is licensed under a Creative Commons Attribution 4.0 License

This study explores the potential of a physics learning module that integrates augmented reality (AR) and guided inquiry to support vocational students’ development of 21st-century competencies. The module was implemented in three Indonesian vocational high schools involving 100 students, using a one-group pretest–posttest design. Students’ competencies in critical thinking, creativity, communication, collaboration, and digital literacy were assessed using structured performance-based tasks before and after the intervention. Results showed statistically significant pre-and post-improvements across all assessed domains, with the most notable gains observed in collaboration (〈 g〉 = 0.34, d = 0.93) and communication (〈 g〉 = 0.30, d = 0.78). These within-group changes indicate promising patterns of skill development; however, the absence of a control group precludes definitive conclusions about the effectiveness of the intervention. The findings align with previous studies suggesting that immersive technologies may support 21st-century competencies, particularly when integrated within structured, inquiry-based learning environments. Caution is advised in interpreting the results as preliminary rather than conclusive. These insights may inform future instructional designs in vocational education and highlight the need for further research using more rigorous comparative designs across diverse learning contexts. © 2026 by the authors of this article.

This study presents the first large-scale analysis of the role of unions in how technological change impacts transitions to new employment following job loss. The authors use large-scale matched employer–employee data from the Netherlands for the period 2001–2016 to assess how technology implementation within enterprises impacts the job search duration among workers whose job ended during the implementation period. The authors study to what degree industry unionization moderates this impact. They find job searches to be significantly longer in enterprises implementing new technologies, but industries with stronger unions exhibit a weaker association between technology implementation and job search duration. The results suggest unions enhance training, and re-education, and facilitate work-to-work transitions, increasing the employability of workers under technological change. © 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 pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Language courses in heterogeneous classes present frequent and complex teaching challenges throughout universities. To remedy these teaching-learning situations, which are complicated for both the teacher and the learner, a blended learning system aimed at developing student autonomy has been devised. This approach provides instruction tailored to individual needs while maintaining the class cohesion necessary for successful course delivery. The blended learning model, which is based on project-based teaching, autonomous learning and differentiated teaching, calls on a wide range of transversal competencies to ensure that it works properly. The aim of this article is to summarise our theoretical framework, describe the system, illustrate the chosen research methodology, and provide the results of our study. While previous studies based on a three-stage action research process have demonstrated the system's effectiveness in addressing heterogeneity, the findings also reveal that learners perceive the system as enabling the simultaneous development of several transversal competencies, including curiosity, creativity, collaboration, communication, confidence, and digital literacy. The findings of this study provide concrete insights for practitioners seeking to implement differentiated pedagogical approaches in heterogeneous contexts, while also highlighting promising avenues for researchers exploring the impact of transversal competencies in language learning. © 2026 the author(s), published by Walter de Gruyter GmbH, Berlin/Boston.