Search Results for
"learning"

Background: Special education facilities are designed to support learners with special needs. These efforts are vital for ensuring inclusive, equitable education and promoting lifelong learning, which aligns with the Sustainable Development Goals. However, a positive learning environment, including addressing disciplinary issues, is necessary for learning. Objectives: This study explored the disciplinary issues that teachers experience in special schools and the contributing factors. Method: The study adopted an interpretive paradigm and employed a qualitative methodology using a phenomenological design. It was grounded on Bronfenbrenner’s Ecological Systems Theory. The data were collected through semi-structured interviews with six special school teachers from two purposely selected secondary special schools and the data were analysed using inductive content analysis. Results: Teachers in special schools attributed learner indiscipline to disengagement, absenteeism, and bullying. These behaviours were linked to a variety of factors such as curriculum pressure, teacher leniency, family dynamics, communication barriers, social grant support, racial influences, peer influence and disability-related behaviour. Conclusion: A holistic approach that includes enhancing teacher training to equip educators with effective classroom management strategies and strengthening home-school partnerships through regular communication and parenting workshops to support family dynamics and address behavioural concerns is recommended. Moreover, training for adapting the curriculum to be more inclusive and diverse learning, as well as establishing peer mentoring programmes to encourage positive behaviour and reduce bullying through social support, are recommended. Contribution: The study contributes to the knowledge surrounding indiscipline in special schools and opens further options for contribution to measures that could be implemented. ©: © 2025. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.

Purpose – This paper proposes and evaluates a pedagogical initiative to integrate global competence into teaching the Sustainable Development Goals (SDGs) in higher education institutions (HEIs). This approach harnesses the concept of global competence with an integrated design course model as the pedagogical framework. This paper aims to identify effective course design strategies to enhance the quality of teaching and learning about SDGs. Design/methodology/approach – This study used an exploratory action research design, with three lecturers engaged as both researchers and practitioners responsible for implementing and evaluating the intervention at a Chinese university. Surveys to assess the effectiveness of the intervention were sent to a class of 53 students, of whom 15 volunteered for in-depth follow-up interviews. Data were analysed and presented using an explanatory sequential design. Findings – Integrating global competence as a pedagogical approach showed significant potential, with students reporting high satisfaction and gaining specific knowledge, skills and action-oriented beliefs related to the SDGs. They also demonstrated growth in global competence, including improved understanding of local and global issues, more inclusive attitudes and enhanced communication and collaboration skills. Originality/value – This paper transforms the abstract concept of global competence into a tangible instructional process for teaching SDG programmes in HEIs. It offers educators both theoretical and practical insights into teaching SDG courses. It also highlights challenges and opportunities for incorporating SDG content into curricula to support teachers and students, particularly in regions where education for sustainable development has not yet been fully introduced. © 2025 Emerald Publishing Limited

The four-component instructional design (4C/ID) model is designed to support complex learning by facilitating the transfer of theoretical knowledge into practice. This study presents a systematic research synthesis on the implementation of the 4C/ID model in training programs with a special focus on teachers. Specifically, we investigate how the four components and 10 steps of 4C/ID are applied in training programs, for which professional fields and real-life tasks it is used, the concreteness of the instructional design, and the effects on learning. A special focus is on the model's implementation in teacher education. A systematic database search following PRISMA guidelines yielded 55 relevant studies, which were systematically coded and analyzed. Surprisingly, we found only a few papers of n = 11 on in-service training with 4C/ID for teachers. Our findings indicate that many studies referencing the 4C/ID model lack detailed descriptions of its implementation. To complement our qualitative synthesis, we conducted a quantitative subanalysis, applying a multilevel meta-analysis to estimate the overall effect size of training programs based on pre-post comparisons. The results yielded a moderate positive effect (g = 0.76, SE = 0.31, p = 0.014), suggesting that the 4C/ID model has a meaningful impact on learning outcomes. These findings underscore the need for more structured reporting and further research on the implementation of 4C/ID, particularly in teacher education. © © 2025 Neck, Leuders and Reinhold.

Background/purpose. Scientific thinking is a critical competency for navigating the complexities of the global era, requiring the application of scientific methods to understand, analyze, and evaluate diverse phenomena and problems. This study examines the effectiveness of Team-Based Project Research (TBPR) in enhancing scientific thinking skills among students of the Social Studies Education program at the State University of Surabaya. Materials/methods. A quantitative time-series experimental design was employed. Data were collected through questionnaires and analyzed using t-tests and ANOVA to test the hypotheses. Results. The findings indicate that: (1) TBPR provides a systematic conceptual framework that supports pedagogical objectives through a structured sequence of research phases, ranging from problem identification to data analysis and reflection; (2) the implementation of TBPR significantly enhances students’ scientific thinking skills in higher education; and (3) TBPR functions as an effective instructional model that promotes active knowledge construction, collaborative learning, and the development of higher-order scientific reasoning. Conclusion. These results suggest that higher education institutions should adopt and further refine TBPR to strengthen students’ scientific thinking abilities and collaborative research competencies. © The Author(s), 2025.

The PIL model was chosen because it offers the potential to encourage student engagement in constructing Knowledge through investigation and real-world project completion. The real-world projects were embodied in traditional games from Minangkabau and Malay cultures. Sipak rago was chosen as a traditional Minangkabau (Indonesia) game to explore the concept of the surface area of a sphere. Meanwhile, the lari and beku game from the Malay (Malaysia) tradition provided a context for students to understand the relationships between complementary, supplementary, and reflex angles. This study aims to design learning tools using the Project-based Inquiry learning (PIL) model integrated with STEM and ethnomathematics. A validation study was chosen as it is the appropriate method for this research. The subjects of the study were nine students selected from three different schools in Padang city. The data were collected using interview guidelines, journals, and observation sheets. Data analysis was conducted by transcribing the interviews, reducing the data, presenting it, and drawing conclusions. The results of the study show that regardless of whether the culture used matches the students’ own culture, they are still able to solve the given mathematical problems. The implication of this research highlights the potential of STEM-based PIL integrated with ethnomathematics as an innovative approach that can be adopted into the national curriculum to enhance students’ STEM literacy and cultural identity. © 2025; Los autores.

This article considers how lean production changes the shopfloor learning experience of apprentices. Insights from labour process and communities of practice literature are used to interrogate the study. Evidence derives from apprentices’ experiences in a British car assembly plant across several decades. The study compares pre-lean apprentices’ experiences with those who learn under lean, considering how lean might reshape apprentices’ shopfloor interactions with the plant community of practice. It finds that lean appears unfavourable to apprentices’ integration into the community of practice by debilitating learning opportunities with mentors. The article concludes by theorising how inefficiency and waste may aid on-the-job learning for workplace apprentices. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Introduction: financial literacy the ability to manage personal finances is crucial, yet Indonesia’s rate remains low, particularly among vocational high school (SMK) students who struggle with budget control and saving. Conventional teaching methods rarely enlace theory to practice, highlighting the need for innovation Game-Based learning provides a solution through simulations that let students make financial decisions safely. This study introduces MOMA (Money Management), a digital tool that integrates gamification and experiential learning to strengthen financial knowledge and habits. Method: this study applied a quantitative Pre-Experimental One Group Pretest–Posttest Design involving 632 students from six vocational high schools (SMK) in Yogyakarta province. The independent variable was the learning method (MOMA-based Game-Based learning compared with conventional methods), while the dependent variable was financial literacy. A pretest measured initial literacy, followed by treatment in experimental classes using MOMA and control classes with traditional methods, and a posttest assessed improvement. Results: the results showed an overview of students’ financial literacy levels based on the analysis of their overall scores. The mean score indicated that most students were at a moderate level of financial literacy, suggesting that they possessed a basic understanding of financial concepts but still lacked depth in certain areas such as investment management and long-term financial planning. The standard deviation value demonstrated a relatively small spread of scores, indicating that most students’ performance was clustered around the mean. This consistency reflects a relatively uniform level of financial literacy across the sample, although variations were still observed among individuals. Conclusions: the MOMA game-based learning approach effectively enhanced students’ financial literacy by providing engaging and interactive learning experiences. © 2025; Los autores.

Background: Despite its potential, collaborative learning is not always successful. Learners often have difficulties to overcome regulation problems such as diverging goals within their group. If group members have different (i.e. heterogeneous) perceptions of the group’s current regulation problems, and fail to homogenize them, this may endanger successful collaboration. Methods: N = 311 pre-service teachers collaborated online to analyze a fictional classroom case. Afterward, they individually rated (a) what problems they encountered during collaboration (to arrive at a measure for homogeneity of problem perceptions), (b) their awareness of the heterogeneity of the problem perceptions within their group, and (c) different indicators of regulation success. We additionally analyzed videos and video-recall interviews of groups with pronounced heterogeneous or homogeneous problem perception ratings to better understand how homo-/heterogeneous problem perceptions affect collaboration. Findings: Path models suggest that the homogeneity of problem perceptions was positively related with regulation success. However, awareness of heterogeneity of the problem perceptions within the group was not. Video and interview data indicate that despite knowing about their heterogeneous problem perceptions, learners may be unable to align these perceptions successfully. Contribution: Group members should be supported to arrive at homogeneous problem perceptions to positively influence regulation success in collaborative learning. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

This systematic literature review examines factors influencing the effectiveness of transfer of learning (TOL) in general and simulator-based contexts, with a focus on Maritime Education and Training (MET). The study analyzed 281 articles, including 37 focused on simulator training, from the Scopus database. Findings reveal five key factor groups: learner characteristics and motivation, program and deliver training, workplace and organization, transfer climate, and alignment and similarity (for general TOL) or facility and simulator (for simulator-based TOL). While many factors are consistent across both contexts, notable differences emerge in the emphasis on instructor characteristics, task complexity, and physical fidelity. The study highlights a significant gap in simulator-based TOL research regarding alignment and similarity factors, which are crucial in general TOL studies. Future research should focus on investigating the role of similarity and alignment in simulator-based MET, particularly examining how closely simulator environments and tasks mirror real-world maritime operations. This research could enhance the effectiveness of knowledge transfer from simulator training to practical shipboard applications, ultimately improving seafarer competency and maritime safety. Limitations include the relatively small number of simulator-specific studies and the exclusive use of the Scopus database, potentially missing relevant research from other sources. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose – This study aims to conduct a structured bibliometric analysis of research on Technical and Vocational Education and Training (TVET) over the past decade. It explores key publication trends, influential authors, citation patterns and thematic developments, offering a comprehensive overview of the field’s academic landscape. Design/methodology/approach – A bibliometric analysis was conducted using 861 articles retrieved from Web of Science (WoS), Scopus, ERIC, ACM Digital Library and Google Scholar databases covering the period from 2014 to 2024. The study examines publication trends, geographical contributions, author networks, keyword co-occurrence, citation analysis and thematic evolutions in TVET research. Visualization tools such as co-citation and network mapping were employed to identify significant research clusters. Findings – Research into TVET reveals substantial growth, as governments worldwide strongly support the improvement of vocational education. Research activity within TVET tends to concentrate on South Africa, Malaysia and Nigeria. The development of TVET technology field policies, together with educational curricula, occurs through leading authors and important peer-reviewed publications. As this discipline continues to evolve, the number of TVET scholars produced annually is increasing. Furthermore, the research themes that emerge from co-citation analyses are then adapted as input for future strategic analysis, which, in turn, strengthens the outcomes of the TVET investigation. Despite this, issues with the interdisciplinary structure of TVET research, as well as specific challenges in addressing the research subject, are also highlighted. Practical implications – Global research cooperation is needed to aid the formation of vocational training curricula that adapt to the changing requirements of the workforce market. Based on the study, policy stakeholders and educators may develop more advanced vocational training systems that incorporate industrial feedback into their educational teaching approaches. Social implications – According to scientific evidence, vocational education is necessary because it is work-based learning that addresses social disparities in populations that are generally underrepresented. Social mobility is enhanced by the expansion of opportunities in TVET through hands-on skills development, which increases workforce flexibility and career advancement opportunities. A sustained and equitable education system tailored to the diverse needs of different student populations can be created by schools with the help of collaborative partnerships in TVET research dissemination methods, which enable them to understand effective worldwide practices. Originality/value – To the authors’ knowledge, this study is one of the first to provide a comprehensive bibliometric analysis of TVET research with five databases, offering numerous insights into its growth, key contributors, and emerging themes in TVET. The findings provide a roadmap for future research, ensuring the continuous advancement of vocational education to meet the evolving demands of the workforce. © Emerald Publishing Limited