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"learning"

Computer numerical control machine tools (CNC) play a crucial role in modern manufacturing and education. However, traditional industrial virtual training is typically a solitary experience, lacking social interaction. While virtual reality (VR) education offers immersive learning, it often limits opportunities for real-world collaboration, potentially diminishing social and cooperative skills. Additionally, group-based training requires numerous devices, resulting in high costs and low efficiency. To address these challenges, we propose a new educational framework: Cognition-Operation-Assessment. This framework introduces a group-oriented, highly interactive, and evaluable mixed reality (MR) system for CNC machine tool education. By integrating collaborative and interactive functionalities, the system enhances the teaching effectiveness of virtual classrooms, surpassing traditional paper-based and single-player MR learning. Its effectiveness has been validated through comprehensive courses and user experiments. © The Author(s), under exclusive licence to Springer-Verlag London Ltd., part of Springer Nature 2026.

This study aims to develop a digital journalism learning module oriented toward anti-gender discrimination and the prevention of sexual violence in higher education. Using a quantitative approach, surveys were conducted with 148 students and interviews with three lecturers in West Java. Analysis revealed that 94% of respondents support integrating anti-gender discrimination concepts into journalism learning materials. The module development follows the 4D model (Define, Design, Develop, Disseminate), ensuring its relevance to practical needs. The results indicate that multimedia-based digital modules (text, images, audio, video) are perceived as more interactive and effective, aligning with Richard E. Mayer's Multimedia learning Theory. The study also found positive relationships between digital modules, anti-gender content, learning preferences, and student engagement. These modules enhance not only students' journalistic skills but also their social awareness of gender issues and sexual violence, supporting the implementation of Prevention and Handling of Sexual Violence, policies in higher education. This study recommends integrating digital media as an adaptive learning solution aligned with e-learning trends. The modules are expected to foster an inclusive and ethical educational environment, preparing students for the dynamic media industry. Furthermore, adopting these modules enhances the competitiveness of higher education institutions in meeting modern digital education demands. © 2026 GMP Press and Printing.

This article describes the application of the principles of magnetism and motion by working with engineering students at Tecnológico de Monterrey to construct and simulate a Magnetic Linear Motor (MLM) through the Project-Based learning (PjBL) methodology combined with STEM to facilitate experiential and collaborative learning. PjBL is a teaching methodology that applies learning to real-world problems. This approach is currently being adopted by various educational institutions, which face challenges in using pedagogical methods to foster positive relationships between students and mentors. Three phases can be distinguished in project-based methodology. Commitment: Students are motivated to participate in the importance of an MLM as a device capable of giving motion in one dimension. Research: Students engage in a research project where they design and model their ideas from different areas, such as electromagnetism, differential equations, and programming. Action: Assemble the prototype in the laboratory and evaluate its model. The differential equations of the magnetic force in the MLM prototype are used to determine its kinematic graphs and interpretation. As evidence of learning, students are required to submit two reports that are evaluated using rubrics. © 2026 Sociedad Mexicana de Fisica. All rights reserved.

This study aims to explore the significance and relationship between soft skills of students and entry-level career success in the Malaysian logistics industry. Utilizing a descriptive and correlational research methodology, data were collected from 381 logistics students, educators, and industry professionals. Quantitative analysis using SPSS V 26 and structural equation modeling revealed that communication, problem solving, teamwork, and adaptability positively affect career success, while leadership showed no significant impact on entry-level career success. The study recommends experiential learning, workshops, and mentorship to address soft skills deficits and enhance employability in the evolving logistics industry. © 2026 by the Association for Business Communication

learning resources and models are needed to support 21st century skills. In this research, we have used electronic worksheets (e-worksheets) based on direct instruction, group investigation, and group investigation - Science Technology Engineering Mathematics and Entrepreneurship. The aim of this research is to qualitatively compare students’ e-worksheet answers to students’ creative thinking and graphical representation abilities. The method used is the descriptive qualitative method. The results show that the e-worksheets influence students’ creative thinking abilities. Group investigation - Science Technology Engineering Mathematics and Entrepreneurship based e-worksheet gives the best creativity from students. The e-worksheets based on direct instruction, group investigation, and group investigation - Science Technology Engineering Mathematics and Entrepreneurship show the same results for the graphical representation ability. © 2026 Sociedad Mexicana de Fisica. All rights reserved.

As computing education attracts increasingly diverse students, the need for adaptive and inclusive teaching approaches has become critical. Traditional pedagogical models often rely on standardized frameworks and evaluation methods that overlook the diversity of student experiences and learning styles, particularly in complex fields like UX design. This study employs a phenomenographic approach to evaluate and understand the range of student conceptions of UX design thinking in an undergraduate systems analysis and design course. Through the UX design thinking module, students engage with user-centered tools such as personas, customer journeys, and empathy maps. Analysis of student feedback reveals four experiential conceptions during the course—skepticism, adjustment, practical utility, and user-centeredness—showcasing the spectrum from surface-level understanding to deeper appreciation of UX principles. Findings demonstrate the effectiveness of phenomenography in capturing diverse learning experiences, underscoring its value as an evaluation tool for creating more inclusive and responsive UX design education. Future research should explore the effectiveness of the phenomenographic educational evaluation approach in fostering empathetic student development and enhancing inclusive teaching practices in computing education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

The rapid expansion of the Internet of Things (IoT) demands instructional models that effectively bridge theory and practice. This study explores the integration of Project-Based learning (PBL) with the ADDIE instructional design model in an undergraduate Information Technology Projects course. As a capstone activity, students designed and built a Smart Lamp using an ESP32 microcontroller, sensors, MQTT communication, and a mobile user interface, iterating through ADDIE phases with formative feedback. A mixed-methods evaluation combined SAM-based rubrics, user-experience testing, and self- and peer-assessment (n = 30 students; n = 20 external users). Results indicated strong technical performance (overall M = 4.2/5 across competencies), high collaboration indicators (M = 4.4/5), and positive end-user satisfaction (M = 4.4/5). A nonparametric exploratory comparison revealed no significant differences between students with and without prior IoT experience, highlighting the inclusiveness of the approach. Overall, findings demonstrate that coupling PBL with ADDIE fosters motivation, knowledge transfer, and effective hardware–software integration while providing a replicable structure for IoT education. Implications for course design include aligning learning outcomes with ADDIE phases, incorporating iterative usability testing, and integrating cloud-connected prototypes as authentic assessments for future implementations. © 2026 Wiley Periodicals LLC.

Labour productivity has been a critical area of research, particularly in addressing challenges posed by globalisation and Industry 4.0. While the importance of training in enhancing productivity is widely recognised, there is a lack of systematic research that traces evolution, trends, and thematic shifts in this field. This study addresses this gap by analysing a dataset of Scopus-indexed articles spanning from 1971 to 2024, offering an analysis of how training influences labour productivity, based on an extensive bibliometric review. Design/Methodology/Approach — From an initial pool of 1,708 documents, 552 relevant articles were selected for analysis. Through descriptive statistics and bibliometric analysis, the study reveals significant growth in research focused on the multifaceted effects of training on productivity, reflecting sustained and expanding interest in this topic. Findings — The conceptual structure of this field is visualised through scientific mapping, which identifies three primary research clusters: alignment between employer needs and higher education outcomes, core employment frameworks for productivity, and the influence of work-based learning on labour effectiveness. These clusters offer insights into the field’s foundational and emerging themes, illustrating the multidimensional role of training in meeting labour market demands. Publication activity has accelerated markedly since 2007, with 62% of all contributions appearing after 2015. The analysis of country collaboration further shows that the United States, China, and the United Kingdom are leading contributors, while the strongest international ties are observed between the United States and both China and the United Kingdom. Originality/Value — Going beyond previous studies, this research employs bibliometric methods to uncover underlying patterns and trajectories in the literature. The findings provide a roadmap for future research directions, pinpointing key areas for deeper investigation and encouraging interdisciplinary approaches to understand the enduring impact of training on labour productivity. © 2025 World Scientific Publishing Co.

In an increasingly turbulent world shaped by rapid technological advancement and intensifying geopolitical tensions, the integration of Artificial Intelligence (AI) within Higher Education Institutions (HEIs) presents both opportunities and ethical complexities. Among HEIs’ most critical objectives is enhancing students’ employability and adaptability in the evolving labor market. This study aims to explore the relationship between AI experience and future career adaptability, with a focus on the mediating role of job insecurity and Career prospective estimation, as well as the moderating role of psychological distress. This study adopted a quantitative study with 385 participants from HEIs. The findings indicate that students with stronger AI experience exhibit higher levels of career adaptability and vocational learning capabilities. Furthermore, the career prospective estimation acts as a mediator to bridge AI experience and learning ability. Lastly, the moderator role of psychological distress was found to have a negative relationship with AI experience, job insecurity, and career prospective estimation. This study offers theoretical and practical implications for students, educators, and HEIs, highlighting the importance of strategically guided AI adoption to foster career readiness and adaptability in the digital age. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2026.

This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches. © 2026 The Author(s).