Search Results for
"Higher education"

This study aims to develop a digital authentic assessment (DAA) model based on competencybased learning (CBL) in the field work practice program at vocational high schools. The background of this study is the need to improve the quality of assessment in vocational education, which often still uses less effective, traditional methods. The urgency of this study lies in the need for assessments that are more relevant to the world of work so that Vocational High school graduates can be better prepared to face challenges in the industry. The methods used in this study include the development of the ADDIE model, validation by experts, and implementation of the assessment model in several vocational high schools, followed by evaluation through surveys and interviews. The evaluation showed that the model successfully increased student engagement and competency achievement, with high average scores in ease of use, material relevance, and assessment quality. The implications of this study suggest that the DAA model can contribute to innovation in vocational education assessment in Indonesia and improve the readiness of vocational high school graduates in the job market, although challenges related to technology access need to be addressed to ensure the sustainability of implementation. © 2025 by the authors of this article.

Early science learning has the potential to enhance children's social interaction development, but a lack of resources in schools requires well-structured activities and a supportive learning environment. In a project aimed at helping children develop an interest in science education from an early age, this describes a Project-Based, Technology-Enhanced Science Module (PTBLM) for preschool children, fostering their interest in science through collaborative activities. This study employs a multi-method design, utilising the ADDIE module based on five phases. In the first phase, the needs analysis phase, nine experienced early childhood education educators were interviewed, and thematic analysis revealed the necessity of developing a science learning module for preschool children. During the second and third phases, the design and development phases, the module content was validated by six different experts, with the Content Validity Index (CVI) indicating unanimous agreement on the module’s design and development (k = 1). In the fourth phase, the implementation phase, an 8-week intervention was conducted with 25 preschool children, and the mean scores showed a significant increase, with post-test scores being higher (m = 66.0) than pre-test scores (m = 33.00). In the final evaluation phase, an educator was interviewed, and content analysis indicated that the learning module was highly positive in enhancing children's social interaction development through engaging science projects. In summary, this learning module provides educators with more opportunities and resources to enhance science education in preschool, thereby expanding children's exposure to the world of science. © 2025, Firtina Academy. All rights reserved.

This article analyzes the learning strategies of university graduates in higher VET programmes in Spain. The objective is to show whether this decision obeys to an upskilling or reskilling strategy. The methodology used is quantitative, based on the latest nationwide Survey on education-Training and Labour Market Transitions (ETEFIL-19). First, the number and profile of those involved in this transition are analyzed. Second, the relationship between the field of study and the professional family of destination is determined. Thirdly, the perceived usefulness of this choice in terms of employability is studied. The results reveal that this trajectory is mostly developed by women and that the decision is made years after completing their university studies. The relationship between the previous field of study and the family of the completed cycle is positive and statistically significant, so their decision is mainly based on an upskilling strategy rather than a career change. Likewise, they perceive that their vocational training qualification has been useful for finding employment. Finally, the implications in the field of policy and practice are considered, along with the limitations of this study and the need for future lines of research. © 2025, Ministry education and Science. All rights reserved.

Purpose: This study aimed to determine the factors that may promote TVET students' satisfaction with WPL. Design/Methodology/Approach: This study utilised a qualitative design, employing interviews and focus groups to gather information from 23 final-year undergraduate TVET students who had completed a six-month WPL program. The goal was to understand the factors contributing to student's satisfaction with the overall work placement program and how it can enhance confidence for a seamless school-to-work transition upon graduation. Thematic analysis was used to identify key themes related to factors influencing students' satisfaction with WPL in preparation for the transition to the workforce. Research Limitation: The study's qualitative, open-ended surveys provide valuable insights; unfortunately, there are no quantitative indicators to determine general trends. Findings: The thematic analysis revealed four main themes based on the research questions: positive WPL experiences, institutional support, acquisition of new skills for the future, and a favourable work environment. Practical Implication: These findings have practical implications for universities and WPL host establishments. The results suggest that higher education institutions and industries should improve students' satisfaction with WPL to help them recognise their competencies before entering the workforce. Social Implication: The practical experience gained through the WPL program can provide students, particularly those from disadvantaged backgrounds, opportunities to improve their socio-economic status. Originality/Value: This paper provides a comprehensive examination of WPL satisfaction with the school-to-work transition, offering insights for industries, WPL providers, educational institutions, and students seeking work placements. © African Journal of Applied Research.

In order to solve the problem of low efficiency and quality of enterprise software engineering talent cultivation, the design of personalized cultivation program for enterprise digital talents based on intelligent learning platform is proposed. The design adopts a layered design method, combined with artificial intelligence algorithms, and develops a platform containing functional modules such as course management, student learning tracking, interaction and feedback, data analysis and reporting. In order to verify the effectiveness and performance of the intelligent platform, professional testing software is used to test the functionality and performance of the platform and the traditional platform. The experimental results show that the functional coverage of the intelligentized platform reaches 98.0% (higher than the 92.0% of the traditional platform), and the error discovery rate is 0.5% (lower than the 2.3% of the traditional platform), which indicates that it has higher stability and reliability. In terms of test pass rate, the platform is 99.5% compared to 96.0% for traditional platforms, reflecting the high usability of the platform. In the performance test, under the simulated scenario of 1, 000 concurrent users, the average response time of the platform is 1.2s, while the traditional platform is 2.5s, reflecting the significant performance advantage of the platform. In terms of system throughput, the platform can handle 1500 requests per second, which is higher than the traditional platform. In terms of resource utilization, the utilization rates of the CPU and memory of the platform under high load are 70.0% and 65.0% respectively, while those of the traditional platform are as high as 85.0% and 80.0% respectively, indicating that the platform is more efficient in resource management. Conclusion: The intelligent platform outperforms the traditional platform in terms of function coverage, error detection rate, system throughput and other key indexes, which verifies its effectiveness and performance advantages in the modern education environment. © 2025 The Authors.

This study investigates whether gender differences exist in the levels of sustainable project management competencies and awareness of the Sustainable Development Goals (SDGs), specifically SDG 9 (Resilient Infrastructure) and SDG 11 (Sustainable Cities and Communities), among College of Business students at Prince Sattam bin Abdulaziz University. A questionnaire was employed to assess six key sustainable competencies: communication, leadership, management, cognitive ability, effectiveness, and professionalism. The sample consisted of 63 students from diverse business disciplines, including accounting, finance, management information systems, and human resources. The questionnaire was developed based on an extensive review of the literature and validated by experienced educators. Data analysis included descriptive statistics and the Mann-Whitney U test to examine gender differences in competency levels and SDG awareness. The findings reveal significant gender differences, with female students demonstrating higher mean ranks across all competencies and SDG awareness compared to their male counterparts. These results suggest that gender may play a significant role in the development of sustainable project management competencies and the understanding of global sustainability challenges. This study contributes to the literature by offering valuable insights into how gender influences students’ potential to engage with SDGs, particularly SDG 9 and SDG 11. The findings emphasize the importance of incorporating sustainable project management competencies into academic curricula to enhance students' awareness of SDGs, and they highlight the need for gender-sensitive educational strategies that promote inclusive sustainability education. © 2025 by the authors; licensee Growing Science, Canada.

Today’s students need to be prepared for hybrid working to thrive in the contemporary workplace, and traditional assessment methods need modification to remain fit for purpose. Framing this as our point of departure, we propose that synchronous, online presentations offer an authentic assessment method with significant potential for enhancing student employability. Our essay highlights the benefits of the approach for students, lecturers, and employers while acknowledging the challenges that play out through resistance from universities and students. We conclude with a call for empirical research and stakeholder engagement to facilitate the authentic and impactful deployment of synchronous, online presentations. © The Author(s) 2024.

Background: Since the introduction of active teaching methods, health science education has undergone considerable transformation. These methods help students become more motivated and develop communication, analytical and critical thinking skills, which influence students' learning practices. Aim: The objective of this study is to evaluate effects of role-play simulation-based case studies on motivation and learning strategies among health sciences. Methods: One hundred sixty-two students participated in this randomized trial. Students in the control group (n = 86) attended traditional interactive lectures, whereas students in the experimental group (n = 76) participated in role-play simulation-based case studies. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered both before and after educational intervention for both groups. Results: Compared to the control group, the scores of the experimental group are higher for Intrinsic goal orientation, Task value, Self-efficacy for learning and performance, Metacognitive self-regulation, Elaboration and critical thinking, Peer learning and help seeking (p< 0,001). In addition, we observed a positive association between role-play simulation-based case studies and Post-test sore of MLSQ for Task value, Self-efficacy for learning and performance, and Peer learning and help seeking (p < 0.05). Conclusions: The study findings support the use of role-play simulation-based case studies in improving the motivation significantly and changing learning strategies for health care students. This active method can be recommended as a promising method for teaching health science. © The Author(s) 2024.

This study highlights the significance of understanding how diversity experiences and innovative learning environments contribute to the personal development of international students in higher education Institutions (HEIs) in Shaanxi, China. Despite existing studies, there remains a notable gap in exploring their combined effects specifically within Chinese HEIs. This research aims to address this gap by analyzing the relationships among diversity experiences, language proficiency, and personal development, thereby offering valuable insights for educators and policymakers to enhance institutional support for international students. To achieve this, we conducted a quantitative survey involving 364 international students, utilizing a structured questionnaire and employing Structural Equation Modeling (SEM) for data analysis. The results reveal a positive relationship between diversity experiences and personal development. However, no direct relationship was found between innovative learning environments and personal development. Furthermore, language proficiency mediates the relationship between diversity experiences and personal development. Moreover, innovative learning environments were positively associated with both acculturation stress and language proficiency, which in turn were related to personal development. The findings underscore the vital role of institutional support in enhancing international students' personal development through improved diversity experiences and language proficiency. To achieve this, educators and policymakers should integrate diversity initiatives and create adaptable learning environments that specifically address the needs of international students. © 2025 Azram et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

This paper will explore whether teachers’ multicultural ideology, soft skills (transversal capacities), national pride and identity, and intergroup contact, controlled by other variables, are related to their multicultural attitudes. This objective is developed and estimated from correlation analysis and using the method of ordinary least squares, to verify how multicultural ideology, national pride and identity, soft skills, and intergroup contact, controlled for some sociodemographic variables, generate effects on the multicultural attitudes of teaching in a Colombian higher education institution with high-quality accreditation. The findings revealed that soft skills and multicultural ideology positively influenced teachers’ multicultural attitudes, while intergroup contact with different ethnic groups showed a negative correlation. The analysis used primary data collected from 199 professors at the institution, which operates in a culturally diverse, multi-campus context within an emerging country characterized by very low national pride. © 2025 Barrios Aguirre et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.