Search Results for
"education"

This study examines business school graduates' perceptions of employability skills and their preparedness for the job market. It explores key competencies, including time management, leadership, self-assessment, and relationship management skills, to assess their impact on graduates’ career readiness. The research aims to provide insights into how well business education aligns with industry expectations and the evolving job market demands. A quantitative, cross-sectional study was conducted across various business schools in different universities, with a sample of 248 graduates. A structured self-administered questionnaire was used for data collection, incorporating validated scales from past research. Data were analyzed using ADANCO software, employing variance-based structural equation modeling (SEM) to evaluate reliability, validity, and the relationships between employability constructs. The results confirm that time management, leadership, self-assessment, and relationship management skills significantly contribute to employability. The measurement model demonstrated strong reliability and validity, while structural model assessments revealed positive and significant relationships between employability constructs. The study highlights the need for curriculum enhancements to strengthen practical skills among graduates. This study contributes to employability research by integrating multiple competency dimensions and using composite-based modeling for analysis. It offers insights for business educators and policymakers to design curricula that enhance graduate employability. © 2025, International Forum of Management Scholars. All rights reserved.

This study investigates the role of soft skills, particularly self-discipline, communication skills, interpersonal relationships and the over-optimism, in the post-college transitions of HVET students in China. The primary objective was to explore how these competencies influence students’ ability to navigate employment and further education trajectories. The research adopted a longitudinal qualitative methodology, including interviews during 15 months with 26 HVET graduates who took different post-college pathways: the school-to-work transition and the college-to-university transition. Data were collected through follow-up semi-structured interviews to capture participants’ lived experiences, challenges, and strategies in managing interpersonal relationships, setting post-college goals, and adapting to new environments. The study highlighted the pivotal role of soft skills, particularly self-discipline and emotional intelligence, in facilitating HVET students’ post-college transitions. Self-discipline supported effective goal-setting and perseverance, while Emotional Intelligence (EI) fostered better communication and conflict resolution, easing workplace integration. Conversely, low self-regulation and over-optimism led to unrealistic expectations, contributing to challenges during the transition. The findings suggest that enhancing soft skills training, with a focus on self-regulation and emotional management, is crucial for improving transition outcomes and helping students navigate the complexities of entering the workforce. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: The maritime industry’s increasing emphasis on holistic well-being and environmental responsibility necessitates a reevaluation of traditional training methods. This research evaluates maritime education program effectiveness in preparing cadets for industry demands, uniquely integrating health and sustainability with vocational competencies. This study aimed to evaluate the adequacy of current maritime education in preparing cadets for the physical, mental, and vocational demands of seafaring, and to identify methods for better integrating health and sustainability into the curriculum. Methods: This qualitative study explored cadet preparedness in maritime education, focusing on health, sustainability, and vocational competencies. Data were collected through semi-structured interviews with 30 participants, including maritime experts, lecturers, and graduates, selected for their diverse perspectives. Classroom and training observations supplemented interview data, providing a holistic view of current practices. Thematic analysis was employed to identify key themes related to competency development and sustainability, allowing for cross-group comparisons. Finally, narrative synthesis integrated findings into a cohesive understanding of how maritime education can better prepare future seafarers. This multi-method approach ensured a comprehensive and triangulated dataset, enhancing the robustness of the research findings. Results: The results indicate that current programs effectively prepare cadets for physical and vocational challenges, and sustainability practices are incorporated. However, there is a need for enhanced mental health support and deeper integration of contemporary sustainability practices. Conclusions: To ensure a resilient and sustainable workforce in the evolving maritime industry, it is crucial to refine maritime education by balancing physical, mental, and vocational competencies with comprehensive sustainability training. © 2025, Udayana University. All rights reserved.

Integrated industry engagement has become a vital aspect of higher education, particularly ensuring curricular relevance in postgraduate programmes. This is especially significant in the complex field of Tourism and Hospitality (T&H), where equipping students with both hard and soft skills is essential for navigating the evolving workplace. Informed by Experiential Learning Theory (ELT), this paper examines the enhancement of tourism education in two postgraduate T&H courses. These courses incorporated interviews with key industry figures as part of their assessments. Employing duoethnography, the research involved analyzing the reflections of two T&H educators, along with a review of assessment outcomes and course evaluations. The findings reveal that incorporating industry interviews enriches classroom discussions and bridges the gap between theory and practice. Furthermore, this approach fosters technological proficiency and improves the overall quality of students’ assessments, resulting in a more practical and insightful learning experience within T&H courses. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The purpose of this article is to characterize the main stages in the development of professional education in fashion and textile branch. It is stated that by the end of the nineteenth century, apprenticeship prevailed in the training of tailors. It has been found that vocational fashion schools were established for the training of qualified workers in the textile, clothing, knitwear and footwear industries, as well as consumer services. At the present stage, these are multidisciplinary institutions that train skilled workeforce in the fields of technology, design and service. © 2025, Synthetic and Art Silk Mills Research Association. All rights reserved.

This research aims to develop a STEAM-based Project-Based Learning (PjBL) model (Science, Technology, Engineering, Arts, and Mathematics) assisted by Android in Informatics subjects at SMK. This model was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to ensure its effectiveness and usefulness in improving student competence. With the integration of technology and a project-based approach, this model is expected to improve students’ skills in problem solving, creative thinking, technical skills, and soft skills. 21st-century learning demands a learning model that is able to develop student competencies, especially in the aspects of critical thinking, creativity, communication, and collaboration (4C). The challenges of the industrial revolution 4.0 also require vocational education, especially in SMK, to produce graduates who are work-ready and able to adapt to technological developments. However, the low absorption rate of SMK graduates in the industrial world indicates a competency gap that must be addressed. Therefore, an innovative learning model is needed that can integrate 21st-century skills with industry needs. The results of this study are developing a STEAM-based project-based learning model. It has validity, practicality, and effectiveness that has been tested so that it is feasible to use in informatics subjects in vocational schools. The implications of this research can improve student learning outcomes in terms of cognitive, affective, psychomotor, and improve student soft skills. Thus, this learning model can be an effective alternative in supporting Informatics learning in SMK to face the challenges of the digital era and industrial revolution 4.0. © 2025; Los autores.

Background. Peer-to-peer feedback is crucial in the development of clinical abilities. However, owing to the differences in cultural backdrop, peer-to-peer feedback can be difficult to embrace and follow in a positive manner in Saudi Arabia. Objectives. The purpose of this study is to analyze family residents’ perceptions of peer-to-peer feedback on clinical examination skills. Material and methods. This descriptive cross-sectional quantitative and qualitative study was done in 2023 at the Ministry of Health’s Postgraduate Academy of Family Medicine in Alhasa, Saudi Arabia. 83 family medicine residents were invited, and 66 consented to participate. Residents’ perceptions were analyzed using a well-established and validated questionnaire. Results. The results indicate that most of the residents expressed a positive attitude toward peer-to-peer feedback as a valuable learning activity for skill improvement and addressing deficiencies. Nevertheless, some concerns were raised, including feelings of embarrassment, potential bias, personal judgments, a lack of medical knowledge among peers, and varying experiences with feedback delivery. In response to these concerns, residents suggested several improvements for peer feedback, such as conducting regular, supervised, and anonymous feedback sessions and organizing preplanned sessions on specific subjects before the feedback sessions. Conclusions. This study highlights the positive reception of peer feedback among family medicine (FM) residents, emphasizing its role in professional development and addressing weaknesses. Our findings reveal areas for improvement in FM residency programs, including creating a supportive feedback environment and enhancing feedback quality through training and valid instruments. © 2025, Polish Society of Family Medicine. All rights reserved.

This qualitative study examined the experiences and views of Further education and Skills (FES) educators and mentors regarding the recent Initial Teacher education (ITE) reform in England. Conducted between October 2023 and January 2024 across seven colleges in London and the Southeast, the research explored the research participants’ perspectives on the reform’s necessity, particularly the introduction of an apprenticeship curriculum aimed at enhancing consistency and quality of FES ITE. The reform, driven by concerns over the curriculum’s effectiveness in preparing FES teachers for diverse student needs and employer expectations, seeks to elevate the historically overlooked FES sector. Through interviews (n = 8) and questionnaire survey (n = 40) FES teacher educators and mentors, the study revealed low awareness of the reform and significant doubts about its potential impact among the participants who were familiar with the changes. Findings suggest that increased staff awareness and active involvement are crucial for the successful implementation of the new FES ITE curriculum. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background/purpose. Vocational schools require relevant learning methods and models. Project based learning (PjBL) as a product-based learning model and provides real experience. This research describes the learning objectives to be developed, entry skills of vocational school students, characteristics, and learning environment, as well as specific objectives to be achieved in the development of the PjBL model. Materials/methods. Dick and Carey's Research and Development (R&D) outlines the following steps: identifying instructional goals, conducting instructional analysis, analysing learners and contexts, and writing performance objectives. Purposeful sampling and analysis were conducted at Negeri 6 and Negeri 3 vocational schools in Palu, Central Sulawesi, Indonesia. Open-ended interviews, questionnaires and observation techniques were used as the research instrument. Four vocational teachers and sixteen students were interviewed. Qualitative descriptive data analysis was used. Results. The learning objective is the application of the Gas Metal Arc Welding (GMAW) process in positions 1F, 2F, and 3F plate to plate. Entry skills of vocational students include an understanding of metal materials. Characteristics of students from moderate and low economic backgrounds, all male, and the expectation of direct employment in the industry. Learning environment with workshops and teacher support certified in competency. Specific objectives are setting, operating machines, and visual inspection according to parameters. Conclusion. Competency gaps and industry demands require the integration of academic skills such as English report preparation. The heterogeneity of student backgrounds and disparity in facilities between regions demand an inclusive and adaptive learning approach. Performance-based authentic assessment and curriculum alignment with industry standards are key to the success of vocational graduates. © The Author(s), 2025.

The contemporary transformations occurring within the socio-cultural framework of society necessitate demands for an innovative paradigm in higher education, prompting the evolution of fundamentally novel techniques and pedagogical strategies. These methods should be focused on developing students’ personalities, stimulating their creative activity, developing the ability to navigate the information environment, and forming universal skills for setting and solving problems in their professional and personal lives. Additionally, innovative approaches to organizing an educational approach are required from the point of view of the transition to an economy with a low level of environmental burden, which is known as a green economy. The research aims to determine the peculiarities of implementing green education and designing individual work of bachelor students. The authors applied methodological principles rooted in the research conducted by Russian and international experts in the domains of economics and pedagogy, along with guidance from international ecological organizations. The research object is the theoretical foundations and educational and methodological techniques for the use and functioning of individual work in the conditions of training green personnel. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.