Search Results for
"Students"

This study explores the evaluation of Information Technology (IT) students during and after their core-to-course work-integrated learning (WIL) placement conducted with an industry host and aligned for credit at an Australian University. The case study investigates the value of the performance evaluation criteria used by supervisors to judge students' placement progress and skill development. Understanding how students are reviewed during placements is a crucial assurance of learning for students, program managers, placement supervisors and teaching staff (academics). A comprehensive quantitative analysis of n=251 student placement reviews drawn across three teaching periods in 2021/22 provided insights into the effectiveness of each criterion. The results reveal the need for clarity and improvement of some criteria and a refinement of the overall process namely to improve quality feedback for students during their placement. The findings provide valuable contribution to sector-wide enhancement of IT placements with the aim of better preparing IT students for the world of work. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Significance importance continues to be attributed to inclusion of work-integrated learning (WIL) in Higher Education Institutions’ (HEI) curriculum with acknowledgement of the role it plays in enhancing students’ learning experiences. However, in Uganda, HEIs implement WIL without stipulated policies to guide its implementation and inclusion. This study, therefore, set out to determine the role that HEI policies play in embedding meaningful WIL. The research used mixed methods and targeted 302participants. The study found that offering WIL without well-articulated policies renders WIL uncoordinated, unregulated, and subjective, making it less beneficial to students’ learning experiences. The study considered instituting policies to guide WIL for resource mobilization, strengthening partnerships with host organizations, and setting procedures. In addition, findings confirmed that clarifying the responsibilities of the key stakeholders involved in WIL is critical to successful outcomes. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

The characteristics of environmental change material are dynamic, so instruction is required to produce innovative solutions through Critical Thinking Skills (CTS) as a key to responding to the complexity of the problem. However, its development in science education is still limited, due to the lack of learning designed to train CTS through scientific processes in exploring phenomena. This limitation impacts the low CTS of students in solving problems systematically and complexly in real life. STEAM (Science, Technology, Engineering, Arts, and Mathematics) is an innovative pedagogical framework to address this gap. The study aimed to determine the effectiveness of STEAM implementation in improving student CTS in science learning. This study used a quasi-experimental method with a non-equivalent control group pretest-posttest design because of the principle of randomization in educational research. 126 students were selected as a sample in a cluster relevant to the research design, which was non-random, so the results reflect contextual realism. The data collection instruments used were test and non-test instruments. Data analysis techniques used descriptive and inferential analysis through ANOVA and n-gain. The results showed a significant difference in CTS between students who studied STEAM and those who did not (0.001 < 0.050), with a moderate category (0.3≤g≤0.7). The implication is that STEAM creates a cognitive dissonance that encourages students' CTS habits by questioning assumptions, connecting concepts, and evaluating solutions from multiple perspectives. Supporting data for improving CTS through STEAM is proven by producing products with an average value of 89.33, and the collaboration has an average value of 96.10. © 2025, Ozgen Korkmaz. All rights reserved.

This study evaluates the effectiveness of Blended Project-Based Learning (PBL) in enhancing student learning outcomes in Computer Network Education. As traditional methods often fall short in preparing students for industry demands, the research aimed to determine if a blended PBL model could lead to statistically superior gains in students’ theoretical and practical skills. A quasi-experimental, nonequivalent control group design was employed. The experimental group (n=28) participated in a blended PBL intervention, while the control group (n=27) received traditional instruction. Data were collected via pre-and post-tests to assess technical skills and problem-solving abilities. Quantitative analysis, including one-way ANCOVA, compared post-test scores while controlling for pre-test scores, and paired-samples t-tests measured learning gains. Qualitative data from student surveys and interviews were analyzed thematically. The results indicated a significant difference in adjusted post-test scores between the groups, with the experimental group showing substantially greater learning gains. Qualitative findings further revealed that the blended PBL approach significantly enhanced student motivation, engagement, and the development of teamwork and critical thinking skills. In conclusion, the Blended PBL model is a highly effective pedagogical approach for technical education. Its success advocates for a fundamental paradigm shift toward active, student-centered methodologies that truly prepare graduates for a complex and evolving professional landscape. © 2025; Los autores.

Introduction: prior research has predominantly focused on dissecting the Technology Acceptance Model (TAM) to elucidate users’ behavioral intentions toward adopting technology. Building upon this foundational scholarship, the present study advances the discourse by examining the cognitive ramifications associated with technology adoption. In particular, this investigation seeks to elucidate the interplay between perceived usefulness, perceived ease of use, and the actual utilization of augmented reality (AR) technologies, as they pertain to the cultivation of computational thinking and critical thinking competencies. Method: this research adopts a quantitative approach, with an associative design. A sample of 141 vocational high school students from West Sumatera, Indonesia. The collected data were examined through Structural Equation Modeling (SEM) and Importance-Performance Map Analysis (IPMA). Results: statistical analyses indicated that both perceived ease of use and actual AR utilization significantly enhanced students’ computational and critical thinking skills. While perceived usefulness significantly influenced critical thinking, its effect on computational thinking was not statistically meaningful. IPMA results further highlighted that AR’s ease of use performs strongly, whereas perceived usefulness remains an area for improvement. Conclusions: the theoretical extension of the TAM into the domain of cognitive outcomes, moving beyond its traditional behavioral scope. They also establish a compelling platform for future scholarly inquiry and the formulation of strategic, evidence-based approaches to optimizing AR integration particularly in fostering higher-order thinking. © 2025; Los autores.

Purpose – This study aims to explore the mechanism by which internship programs create and improve employability skills among university graduates. The graduate student’s mindset was chosen as a potential factor explaining this mechanism. This study explored how a graduate’s mindset can shape the impact of internship programs on creating and improving employability skills. Design/methodology/approach – This study followed a quantitative approach to explore the role of the graduate’s mindset in developing their employability skills. A total of 293 students participated in this study. The data were analyzed using two exploratory techniques: contingency tables and multiple corresponding analyses. Findings – Two employability skills showed no relationship with internship training: (1) presenting and applying information skills and (2) ethical and responsible behavior skills. Additionally, two employability skills show no connection with the mindset types: (1) interactive skills and (2) enterprising skills. The set of four employability skills that showed a positive relationship with the internship were found to be affected by the type of mindset in two forms: (1) goal-directed behavior, problem-solving and continuous learning skills were more associated with the growth mindset. And (2) analytical thinking skills were more developed with the fixed mindset. Originality/value – This study established a unique position in the literature. It is considered an introduction to a new line of discussion on the role of internships in developing employability skills. This study is the first to discuss the mechanism by which internships create and build employability skills. We start this discussion by investigating the role of graduates’ mindsets as the proposed mechanism. This development is needed because previous literature discussed the impact of internships on employability skills without digging deep into understanding the mechanism behind this impact. © 2025 Emerald Publishing Limited

Introduction: entrepreneurship education is increasingly recognized as a critical factor in shaping students’ intentions to pursue digital entrepreneurial careers. However, the mechanism through which this education influences students’ digital entrepreneurial intention, particularly through entrepreneurial attitude, remains underexplored in the context of vocational education in Indonesia. Method: this study employed a quantitative approach using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine the impact of entrepreneurship education on students’ digital entrepreneurial intention, mediated by entrepreneurial attitude. Data were collected through an online survey from 350 students at vocational schools in Indonesia. Measurement and structural models were evaluated to test reliability, validity, and hypothesized relationships. Results: the analysis confirmed that entrepreneurship education has a significant and positive effect on both entrepreneurial attitude and digital entrepreneurial intention. Furthermore, entrepreneurial attitude was found to play a substantial mediating role in the relationship between entrepreneurship education and digital entrepreneurial intention. The model demonstrated strong predictive relevance, with R² values of 0,572 and 0,789 for entrepreneurial attitude and digital entrepreneurial intention, respectively. Conclusions: this study highlights the pivotal role of entrepreneurial attitude in enhancing the effectiveness of entrepreneurship education on students’ digital entrepreneurial aspirations. Strengthening entrepreneurship education programs and integrating attitude-shaping components can foster stronger digital entrepreneurial intentions among vocational students. Future efforts should focus on improving educator competencies and expanding research to broader educational contexts across Indonesia. © 2025; Los autores.

This study undertook a comparative analysis of the assessment of transversal competences using two methods, one based on self-assessment and the other on external evaluation, to verify whether there was a (mis)match between the two. Self-assessment was based on the scores obtained through a self-report survey, and external evaluation was based on the scores obtained through the adaptation of the Multiple Mini-Interviews method. Descriptive statistics were calculated for the scores of 130 Portuguese graduate students from three public universities in Portugal. A comparative analysis of the differences according to gender and study field was also conducted to determine the existence of a (mis)match. The differences between scores in both exercises were computed. The results suggest varied assessment patterns of transversal competences, highlighting differences depending on the evaluation method and according to gender and study field. This study deepens our understanding of how students’ transversal competences are ascertained and sheds light on which transversal competences should be prioritised for development. Findings are particularly relevant for higher education institutions interested in developing and implementing assessment methodologies and intervention strategies to further increase their graduates’ transversal competences and, ultimately, improve their employability and career prospects. © 2025, Western Australian Institute for Educational Research Inc.. All rights reserved.

Expanding Higher Education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation and mobilising of professional knowledge. Drawing on interviews from a 2-year study with 17 English undergraduate Physical Education students, the relationship between class and professional knowledge is explored in four ways: (1) connecting experience to academic content, (2) developing relationships with staff, (3) accessing complimentary employment and voluntary opportunities, and (4) utilising university societies to ‘play the game’. We suggest these impact on a student’s capacity to navigate employability-related opportunities at university and influence value judgements made by staff. Consequently, we call for a greater embedding of professional knowledge for all students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Vocational education plays a crucial role in enhancing the quality of Human Resources (HR). However, based on a needs analysis, 82 % of students reported not understanding what had been taught, indicating a gap between classroom learning and the assessment process. This study used a development method with a mixed-methods approach, combining qualitative and quantitative data, following the Borg and Gall model through six stages: research and information collecting, planning, developing a preliminary product, preliminary field testing, main product revision, and main field testing. The resulting product, a Digital Authentic Assessment assisted by Virtual Reality (VR), was validated as “Valid” by experts and rated as “Very Practical” by both lecturers and students. To measure effectiveness, a t-test was conducted comparing the learning outcomes of experimental and control classes, with results showing a significant improvement in the experimental group. The study concludes that the Digital Authentic Assessment with VR is valid, practical, and effective for the Electric Power Distribution course in vocational education. © 2025; Los autores.