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Background: Everyone understands that STEM education is a treasure for curriculum development in primary and secondary schools. However, teachers face significant challenges in how to design STEM curriculum for implementation. These challenges may hinder the full realization of STEM education’s potential and can increase the complexity of instructional preparation. Purpose: This study discusses a curriculum integration approach that combines the Big Idea and Learning Progression methodologies. It also assesses teachers’ and students’ perceptions and feelings about the curriculum in the school classroom. Sample: The study was conducted in an elective course for first-grade junior high school students in Xi’an, China. After ethical approval and obtaining voluntary informed consent from participants and guardians, four classes (79 students, 43 males and 36 females) participated. The experimental group comprised two classes (n = 38), and the control group consisted of the remaining two classes (n = 41). There were no differences between the two groups in terms of student performance in science subjects (mathematics, physics, chemistry, biology, etc.). Design and methods: A mixed study was conducted within a first-year elective course at a junior high school in China. The experimental group followed a STEM curriculum developed around Big-Ideas learning progressions and emphasizing interdisciplinary integration. Conversely, the control group received a traditional science and technology curriculum, where the content was taught in isolation without interdisciplinary connections. Result: The results indicated a significant difference in STEM learning attitudes between the experimental group students, who experienced STEM integration, and their traditional classroom peers, particularly evident in the post-test results with a statistically significant difference (p = 0.040) and a moderate effect size (Cohen’s d = 0.525). Interviews indicated that students found the integrated STEM curriculum more challenging and rewarding. Teachers indicated that the implementation of integrated STEM education requires a rich subject knowledge base and a clear integration plan. Conclusion: Research shows that the Big Ideas progression pathway provides teachers with clear guidance and is effective for students’ acquisition of interdisciplinary knowledge. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Entrepreneurship is crucial for economic and social advancement, necessitating the provision of entrepreneurial skills to younger generations. In Indonesia, vocational high schools incorporate entrepreneurship education via Creative Projects and Entrepreneurship (CPE) courses. However, conventional teaching techniques frequently do not adequately develop business competencies. Numerous student-generated goods exhibit deficiencies in strategic branding, commercial alignment, and market relevance, constraining their potential for practical application. This study presents INCUBE, a web-based business incubation platform to improve students' passion for learning and preparedness for entrepreneurship. The platform utilizes design thinking as its pedagogical framework, directing students through systematic incubation phases, encompassing problem identification, business modeling, prototyping, and product presentation. The study used a quasi-experimental methodology, including Alpha Testing, Beta Testing, and Learning Motivation Assessment. Statistical evaluations, comprising paired-sample t-tests and N-Gain score computations, evaluate the platform's efficacy in enhancing student engagement and learning outcomes. The findings demonstrate that INCUBE markedly enhances student motivation, evidenced by an N-Gain score of 0.46 (indicating moderate efficacy) and a validated media feasibility rating of 88%. These findings underscore the capacity of web-based company incubation to connect entrepreneurial theory with practice, providing a systematic, technology-oriented method for vocational education. © 2025 the author(s), published by De Gruyter.

This chapter explores belongingness for degree apprentices in UK higher education. Apprentices, and the educators who support their learning, encounter a distinctive set of experiences which should be explored independently of ‘typical’ higher education formats. Drawing on research literature and our own knowledge and research, we consider concepts of belonging in the very specific context of degree apprentices to enable us to reflect on this emerging and often overlooked cohort of part-time students on employer-sponsored programmes of study. We examine the positive aspects of degree apprenticeships, such as collaborative and collegial relationships within the workplace (Poole et al., 2023), the opportunity to gain authentic work experiences, and established professional identities. We unpack the complexities around apprenticeship belonging, such as what barriers prevent apprentices from developing a sense of belonging? Where do degree apprentices belong (Mulkeen et al., 2017)? Does belonging matter for degree apprentices who have different priorities to other students and ‘traditional’ apprentices (Brockmann and Laurie, 2016)? Finally, we will provide insight and possible solutions for these challenges as we examine how a sense of belongingness can be fostered and amplified by higher education providers for this increasingly ubiquitous group of learners. © 2025 selection and editorial matter, Mi Young Ahn, Edward Venn, and Tom Lowe; individual chapters, the contributors.

Context: Financial literacy is an issue becoming increasingly important internationally. Many countries have already implemented a national strategy to improve the financial literacy of the people. In Austria, a national strategy for financial literacy and financial education was developed in 2021. One target group of this strategy are students of part-time vocational schools. These students work in a company and already earn their own money. They have to attend part-time vocational school alongside their work. The curriculum of these schools includes financial topics. Studies on teachers' views of financial literacy show that they mostly reduce it to personal money management. However, little is known about their underlying principles for teaching topics in the field of financial literacy. Therefore, this paper answers the following research questions: Which didactic principles are relevant for teachers of part-time vocational schools in Austria in financial education? Why are some didactic principles perceived as more relevant and why are others perceived as less relevant by the teachers? Approach: To address this research gap, an interview study was conducted with teachers from part-time vocational schools. Twelve teachers took part in the study. The problem-centred interviews were transcribed and analysed by using qualitative content analysis. Findings: Problem orientation and life-world orientation are seen as relevant didactic principles for teaching financial topics. The teachers interviewed argue that teaching students how to deal with current problems in their lives engages their interest and motivates them. Multiperspectivity is viewed as less important. students should first learn to act competently as a private individual before they are confronted with the company perspective or the systemic perspective is one reason given. Science orientation is also interpreted by the teachers as less relevant. According to some respondents of the study, students in part-time vocational schools are not significantly affected by the science orientation. Conclusions: The understanding of science orientation should be reflected among teachers. Multiperspectivity is a relevant aspect in financial education even though it is seen as less relevant by the teachers. Offering lesson plans on how these principles are integrated in financial topics could be helpful for teachers. Furthermore, financial didactics should be integrated into teacher education curricula. This study is focused on a small number of interviews among Austrian teachers from part-time vocational schools only. Therefore, it would be interesting to conduct larger quantitative studies among teachers from different types of schools and with different educational and practical backgrounds. © 2025, European Research Network Vocational Education and Training. All rights reserved.

The ISO/IEC 29110 standard provides guidelines and best practices for small organizations dedicated to software development. This article presents a structured approach to implementing software development projects based on ISO/IEC 29110, specifically designed for student teams in professional internships with six-month rotation cycles. The proposed process is based on eight experience cycles, each lasting six months, involving a total of 112 students. The main objective is not only to meet quality and efficiency standards but also to provide a comprehensive learning experience. Additionally, project management is addressed through agile methodologies. The proposal includes evaluating student performance and documenting lessons learned for future projects. This comprehensive approach aims for students to acquire both technical and soft skills, while also contributing to the development of high-quality software aligned with international standards. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Background/purpose. The Automobile Parts Manufacturing Industry (APMI) is currently facing rapid changes due to continuous technological innovations. These shifts are reshaping the skills required for future workforce participation in the sector. Consequently, it is essential to prepare students with future-oriented competencies that align with the demands of industry. This study aims to identify the key future skills needed in the APMI and to develop an Outcome-Based Education Module (OBEM) that incorporates blended learning methodologies. The research further investigates the effectiveness of the OBEM in enhancing students' future skills. Materials/methods. This research was conducted in three phases as follows: 1) an investigation into the expected future skills required in the APMI; 2) the development of an OBEM; and 3) an evaluation of the effectiveness of the OBEM in enhancing future skills. Results. The research findings revealed that future skills required in the APMI can be categorized into two main groups: Professional Skills and Soft Skills. Based on these identified skill demands, five modules were developed within the OBEM, specifically tailored for the APMI context. students who participated in the learning process through the OBEM, which integrated OBEM with blended learning approaches, demonstrated statistically significant improvements in future skills required for the APMI. Conclusion. The research findings can be applied to the design of undergraduate courses or developed into training programs aimed at preparing students prior to their participation in work-integrated learning. This approach enhances students' competencies by equipping them with future skills that closely align with the needs of the APMI. © The Author(s), 2025.