Search Results for
"Higher education"

For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. This is important for students enrolled in STEM courses since Native Americans are under-represented in these fields. In the early 2000s, Chief Dull Knife College (CDKC), the tribal college of the Northern Cheyenne Nation, was supported by National Science Foundation funding in developing a new math program to meet the unique cultural and instructional needs of its students. In this case study of a culturally responsive math program, we hypothesize that students participating in the new developmental math program attempt and earn more credits compared to cohorts participating in previous math programs and take less time on average to reach college-level math. We present information on the math outcomes of the participants in two variations of the math program reforms that have addressed the obstacles to student retention and achievement. The panel data available include students’ demographic characteristics, placement test scores, and math course grades and the credits for all students enrolled from 2006 to 2019. While the number of credits attempted or earned did not differ statistically across the cohorts, the qualitative data further show that the students appreciate the culturally responsive aspects of the program. Ultimately, we have found that these aspects resulted in increased confidence of the students in their academic skills, stronger Native identities and engagement as students, as well as an improved sense of belonging in this higher education environment, all of which were important goals of the developmental math program. © 2025 by the authors.

Professional education for licensed nurses in Australia is a complicated matter involving two education systems—vocational education and training, and higher education—each characterized by a different curriculum model. The contribution of the two systems follows a division of the workforce into Enrolled Nurses and Registered Nurses, with vocational education serving the first division and higher education the second. Although the systems are intended to provide connecting educational and career pathways, it results in a binary education landscape featuring two distinct forms of curriculum and contrasting assumptions about knowledge. This discursive discussion analyses the impact of the competency-based curriculum on Enrolled Nurses' education, entry to the profession of nursing, and their aspirational educational pathways towards registered nursing. Many Enrolled Nurses successfully articulate to become Registered Nurses; however, we argue that traversing between the two distinct curriculum approaches creates barriers to these transitions. We also argue that apart from undermining the learning trajectories of nurses, the influence of the competency-based curriculum model threatens the coherence of the profession at a time when conditions of work are both intensified and globalized, calling for a solution in the form of curriculum harmonization. Nursing Inquiry© 2025 The Author(s). Nursing Inquiry published by John Wiley & Sons Ltd.

With the higher education reform putting forward the professionalization of doctoral students, doctoral education has been strongly focused on generic transferable skills to ensure employability. However, doctoral training should not forget core skills of research and especially the ability to formulate research questions, which are the key to original research and difficult to develop at the same time. Learning how to develop a research question is traditionally seen as a one-to-one learning process and an informal daily transmission between a novice and a senior researcher. The objective of this paper is to offer a framework to design doctoral programs aimed at supporting the process of development of research questions for doctoral candidates guided by their supervisors. We base our proposal on two doctoral training programs designed with a pedagogical strategy based on dialogs with peers, whether they be students, supervisors, or trainers from a diversity of scientific backgrounds. The resulting framework combines three learning challenges faced by doctoral students and their supervisors when developing their research question, as well as training objectives corresponding to what they should learn and that are illustrated by the scaffolds we have used in our training programs. Finally, we discuss the conditions and originality of our pedagogical strategy based on the acquisition of argumentation skills, taking both the subjective dimensions of PhD work and the added value of interactions with a diversity and heterogeneity of peers into account. © The Author(s) 2024.

This study investigated the development of soft skills through task-based language learning (TBLL) in higher education in the Malaysian context. With the growing emphasis on graduate employability and 21st century competencies, it has become increasingly important to integrate soft skills into language instruction. Employing a mixed-methods approach, this study combined quantitative and qualitative data to ensure methodological triangulation and deeper understanding. Data collection involved a survey of 102 language lecturers, distributed via an online platform (Google Forms), followed by a focus group discussion with 4 experienced language educators. The survey aimed to identify key soft skills emphasized in current language instruction, while the focus group provided richer insights into their classroom implementation and pedagogical strategies. The survey results revealed communication, collaboration, and problem-solving as the most essential soft skills, which subsequently guided the qualitative phase of the study. Thematic analysis of the qualitative data was conducted using Miles and Huberman’s framework (1994). Findings underscore the effectiveness of TBLL in promoting these soft skills, particularly when tasks are authentic, learner-centred, and aligned with real-world contexts. However, the study also identified challenges, including limited teacher training, curriculum constraints, and lack of institutional support. The study concludes with practical recommendations for integrating soft skills into language curricula more systematically. These include professional development for educators, curriculum redesign, and institutional commitment to holistic education. Overall, this study contributes to ongoing discussions on enhancing language education through TBLL while supporting the development of soft skills crucial for students’ academic and professional success in the Malaysian higher education landscape. ©Authors.

This research aimed to develop science, technology, engineering and mathematics (STEM) education-based learning using an engineering design process with Training Packages for use in the Industrial Internet of Things (IIoT) in vocational Thailand. The purposive sample consisted of 134 participants who were vocational certificate students in Thailand, selected using a quasi-experiment framework with a one-group pretest and posttest design method. The research tool consists of 1) the training packages, 2) the achievement test, and 3) the student satisfaction assessment form. The statistical approaches involved the Mean (M), standard deviation (SD.), and t-test for the dependent samples. The research results found that 1) the evaluation result of the training packages is at a high level (M = 4.64, SD. = 0.13), 2) the evaluation result of the STEM education-based learning using the engineering design process is at a high level, 3) the learning achievement of students after studying is significantly higher than before studying at a statistically significant level of .05. (p<.05), and 4) the students are highly satisfied with STEM education-based learning using the engineering design process with training packages for Industrial Internet of Things (IIoT) (M = 4.50, SD. = 0.28). The practical implication of the developed STEM education-based learning is that it can effectively promote the knowledge and skills required for engineering skills. ©Authors.

In order to improve college students' competency with technological innovation in various institutions, this research aims to analyse in in-depth understanding of online courses and their effects on skill development. 145 respondents from the colleges were chosen at random to make up the sample. Descriptive statistics and correlation analysis were used to examine the information gathered from the questionnaire. Thus, both government and private college students are included in this poll. The findings demonstrated that students has a tendency to learn online courses as they feel it’s comfortable for them to learn. © The Research Publication, www.trp.org.in.

This study evaluates the validity of the Project-Based Problem Learning (PBPL) Model Book designed for higher education settings. The primary objective is to assess the model's content validity by applying Aiken's V, focusing on critical aspects such as Content, Language, Structure and Organization. To achieve this, a panel of experts with relevant expertise in education reviewed the PBPL Model Book. Their evaluations were then subjected to rigorous statistical analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique that ensures the robustness and reliability of the validation process. The findings revealed that the average Aiken's V values for each category significantly exceeded the 0.85 threshold, which confirms the model's high validity and appropriateness for educational purposes. The methodological approach of this study is notable for its integration of expert judgment with advanced statistical validation techniques. This combination of qualitative and quantitative methods provides a comprehensive assessment of the PBPL Model Book's alignment with established educational standards. The results indicate that the model effectively incorporates project-based and problem-based learning principles, offering a structured and systematic framework designed to enhance student engagement, critical thinking, and problem-solving skills. The high validity scores across all evaluated categories—Content, Language, Structure and Organization—demonstrate that the model is reliable and adaptable for use in various academic contexts. In contributing to the literature on educational models, the PBPL Model Book stands out as a well-validated tool that addresses theoretical and practical educational needs. Its emphasis on active learning methodologies ensures students are better prepared to address real-world challenges. Consequently, this model is a valuable resource for educators seeking to implement innovative teaching strategies within higher education. The PBPL Model Book supports advancing pedagogical practices and educational experience by fostering a dynamic and engaging learning environment. © 2025 Malque Publishing. All rights reserved.

The employability of graduates in South Africa is a crucial issue that requires attention from educational institutions due to its impact on the economy, the challenges faced by graduates, and the need to support students in developing employability skills. Therefore, the present study aims to explore educational perspectives on fostering graduate employability in South Africa. The study underscores the significance of adopting a comprehensive strategy for education, emphasizing practical training, technological integration, and theoretical knowledge. The research investigates the role of policy and curriculum design in shaping graduate employability, specifically by prioritizing cultural, creative industries, and economic sectors. The study also analyzes the importance of creative teaching methods and the role of educators in encouraging students to think creatively. The novelty of this investigation is in its emphasis on inclusivity in the classroom as a means to engage students and develop skills that boost employability. The research investigates the impact of practical training, technology integration in teaching, and theory-focused lectures on the employability of graduates, assessing the potential benefits and implications of reshaping higher education policies to prioritize cultural, creative industries, and the economy, and explores the relationship between the integration of creative teaching methods by educators, involvement of students in the educational journey, and the creation of an inclusive classroom environment. The study findings offer a significant understanding of the perspectives of students and academic faculty regarding the enhancement of employability in tertiary education in South Africa. © De La Salle University 2024.

Background: Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher-order thinking skills (HOTS). Computational thinking (CT) is an approach to problem-solving. Incorporating the CT approach into virtual laboratories to enhance problem-solving skills and critical thinking skills is still understudied. Objectives: This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students. Methods: A quasi-experimental study was conducted to investigate the impact of the proposed approach. Forty-eight undergraduate electrical engineering students participated in this study. Pre- and post-test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only. Results and Conclusions: The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses. © 2025 John Wiley & Sons Ltd.

This study explores the relationships between well-being, soft skills, and self-confidence among adolescents, with a focus on the mediating role of soft skills. A total of 200 vocational high school students in Indonesia were recruited from a school selected for its commitment to educational innovation and diverse student population. Participants were voluntarily enrolled based on specific inclusion criteria, and informed consent was obtained prior to participation. Data were collected using the EPOCH Measure of Adolescent Well-being, a reflection instrument for soft skills, and a novel measure of academic self-confidence. Results indicated that higher well-being is associated with enhanced soft skills and self-confidence, with perseverance emerging as a key factor. Structural equation modeling revealed that soft skills, particularly time management and analytical thinking, partially mediated the relationship between well-being and self-confidence. These findings underscore the importance of integrating well-being and soft skills development into educational curricula to support adolescent growth. Further research is needed to explore additional influencing factors and validate these findings across diverse populations. © 2025 Elsevier Inc.