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"Students"

This paper improves our understanding of how the teaching of entrepreneurial competencies is conceived in secondary school and how this relates to students’ employability. We conducted a qualitative investigation involving six French schools in the vocational training system preceding the university. From our interviews with alumni, teachers, pedagogical experts, school managers, and business owners, we found heterogeneity in their views represented by three different conceptions related to teaching entrepreneurial competencies: (i) a tool for emancipation that enables students to choose their preferred jobs, (ii) a way to complement the skills students should possess in the vocational training system, and (iii) unnecessary for employment, as these competencies are not critical in the labour market. This heterogeneity prevents vocational system from implementing clear strategies for teaching entrepreneurship, weakening the benefits for students. Relying on a ‘value-adding approach’ for qualitative research, we introduce the concept of ecosystem awareness to foster shared sense-making among stakeholders, particularly those who act as intermediaries between schools and the labour market, as well as alumni who have experience entering the job market. Building an ecosystem awareness aims to help the educational system respond more effectively and consciously to the political pressure of teaching entrepreneurship to enhance students’ employability. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

In modern higher education, digital technologies have reshaped the learning environment, offering new opportunities to enhance student engagement and achievement. This study examines the impact of diverse digital tools and platforms on multiple dimensions of student outcomes. A quantitative research design was employed, using a structured questionnaire administered to students from four universities. Of the 500 distributed surveys, 406 valid responses were analyzed after excluding incomplete submissions. Data collection took place online over a three-day period, and statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS) to explore patterns and relationships. The results highlight the significant role of digital tools in enriching learning experiences and academic performance. Increased access to digital learning platforms correlated with higher academic achievement, while interactive tools were associated with improved student satisfaction. Collaborative platforms enhanced peer learning and knowledge sharing, and real-time feedback mechanisms in assessments supported better academic performance. Furthermore, multimedia resources facilitated deeper comprehension and critical thinking, while digital simulations strengthened practical skill acquisition. This research provides new insights into the value of digital interventions in higher education and proposes a practical framework for educators and institutions to maximize the benefits of technology-enhanced learning. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Background/purpose. This study aimed to map the application of the Project-Based Learning (PBL) model to enhance creative thinking skills in high schools (HS), including junior, senior, and vocational high schools. The research explored the trends of PjBL application, identified the characteristics of PjBL that are suitable for HS students, determined appropriate creative thinking indicators, and examined the influencing factors related to PjBL for the development of students' creative thinking. This study provided recommendations to optimize the implementation of PjBL for enhancing creative thinking in the HS context. Materials/methods. A bibliometric analysis was conducted using publication data retrieved from the Scopus database. The study adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 protocol to systematically filter and select relevant articles. Visualization and co-occurrence mapping were performed using VOSviewer software. Out of 258 identified documents, 44 articles met the inclusion criteria and were analyzed through bibliometric techniques and literature review. Results. The findings indicated that PjBL improves students' creative thinking abilities in HS significantly, particularly in developing fluency, flexibility, originality, and elaboration. Factors such as the integration of real-life issues, STEM-based approaches, technology utilization, and active, student-centered learning environments play a crucial role in enhancing creative thinking. The results also highlight that while research on PjBL for HS is increasing, there remains a need for more studies that focus on diverse subjects and interdisciplinary approaches. Conclusion. The application of PjBL in HS demonstrates potential in improving students’ creative thinking skills, supported by contextual and interdisciplinary projects. To maximize its effectiveness, educators should integrate PjBL with STEM and real-life issues which is relevant to students' developmental stages. Future research should focus on expanding PjBL models across subjects and investigating long-term impacts on students' creativity and learning outcomes. © The Author(s), 2025.

This study aims to reveal (1) the level of students' creativity (process and product), (2) description of student’s product in STEM framework. This study applied pre-experimental with one-shot case study design. The samples were 38 male tenth grade students as one group. Teaching intervention was STEM integrated Project Based Learning (STEM-PjBL) model for six meetings. Rubrics of creativity process and product were used to collect the data. The level of students’ creativity was analyzed with categorization descriptively. The results show that students' process creativity is very high, and a few students have a fair process creativity category. Meanwhile, product creativity is fair for students, and a few students have a very low product creativity category. Overall, the automotive vocational students' creativity level is in the Little-Creativity and Mini-Creativity category. All the products produced have integrated STEM, students are more dominant in explaining products using a scientific (chemistry knowledge) dimension, but they are weak in describing the mathematics integrated into the product. © (2024), (University of Helsinki Finland and LUMA Centre Finland). All Rights Reserved.

The study aimed to test the influence of family and peer belongings on the career decision-making difficulties through academic motivation and emotional regulation. For this objective, quantitative data were collected from 264 students of Saudi Arabian colleges. Hypothesis results showed that family and peer belongings have a significant impact on emotional regulation and academic motivation. On the other hand, emotional regulation also has a significant impact on career decision-making difficulties. While academic motivation has an insignificant effect on career decision-making difficulties. The study with these findings contributed that strong family and peer support played an integral role in increasing the students ' emotional and academic motivations, which leads to improved career decision making of students. Therefore, career guidance programs should integrate family peer dynamics and focus on building these psychological strengths to better support students’ choices. Research limitations to explore the new research framework. © 2025 Regional Association for Security and crisis management. All rights reserved.

The rapid evolution of technology requires parallel developments in engineering education to prepare graduates for new industrial challenges. University-based learning factories are acknowledged for their effectiveness in promoting the development of competence by simulating real-world factory operations and offering engineering students hands-on experiences that integrate theoretical knowledge with practical application. This study aimed to analyze the effects of learning factories and experiential learning, applied via a project-based pedagogical approach, on the learning outcomes and competence development of master's students in industrial and mechanical engineering programs. The study was conducted in the Engineering Learning Factory (ELF) laboratory of the Free University of Bozen-Bolzano, utilizing a structured Project-Based Learning (PBL) framework based on experiential education principles. The project centered on the conceptualization, design, development, manufacturing, and testing of the Scorlion4415, a novel 3D-printed drone tailored to meet the specific needs of mountain rescue operations. The study's findings demonstrated that the integration of project-based methodologies in a learning factory context, along with experience-driven learning processes, improved students' academic achievements, technical, and transversal competences. © 2025 IEEE.

Introduction: this study aims to evaluate the effectiveness of the Problem-Based Learning model assisted by Mobile Augmented Reality (PBLMAR) in improving student learning outcomes in the Air Conditioning Technology course. The integration of MAR technology is expected to support student-centered learning and enhance conceptual understanding in vocational education settings. Method: a quasi-experimental method was applied using a one-group pretest-posttest design. Data collection involved pretest and posttest assessments administered to 30 vocational students. The normalized gain (N-Gain) was calculated using Microsoft Excel to measure the increase in students’ cognitive achievement after implementing the PBLMAR model. N-Gain results were interpreted using standard criteria (high, medium, low). Results: the analysis showed that the average N-Gain score was 0,7; which falls into the category, high category. This indicates a significant improvement in student learning outcomes. Additionally, student responses suggested positive engagement and interest in using MAR-based learning media. Conclusions: the PBLMAR model is effective in improving students’ conceptual understanding and engagement in the Air Conditioning Technology course. The use of N-Gain analysis provides clear evidence of the model’s impact, supporting its further application in vocational education. © 2025; Los autores.

Medical mathematical statistics is a core course in the field of medicine and pharmacy, playing a crucial role in cultivating students' professional literacy. Traditional teaching methods face challenges due to the abstract nature of the theory, insufficient student interest, and difficulties in improving teaching effectiveness. To address these issues, this paper proposes an innovative approach that teaching practice evaluation of medical mathematical statistics based on knowledge graph. Firstly, knowledge graph technology is employed to visualize the course knowledge system, clearly presenting the associations and hierarchical structure of knowledge points. This provides students with an intuitive and systematic learning framework, helping them quickly build a knowledge system and deepen their understanding of complex concepts. Secondly, targeted teaching strategies are designed in conjunction with the six stages of the BOPPPS teaching model (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary). The visualization of knowledge graphs enhances interactivity and relevance in each stage, stimulating students' enthusiasm for learning. Specifically, the Bridge-in stage clarifies learning objectives; the Participatory Learning stage uses knowledge graphs to guide group discussions and case analyses, fostering critical thinking and problem-solving skills; and the Postassessment stage reviews and consolidates knowledge through knowledge graphs to reinforce learning outcomes. Finally, this study was implemented in the medical and pharmaceutical statistics course for undergraduate students at Shaanxi University of Chinese Medicine. A comprehensive evaluation of students' academic performance, classroom participation, and learning satisfaction indicated that the innovative teaching model significantly increased students' interest and course grades, enhanced their ability to apply knowledge and innovate, and provided a new approach for course teaching reform. It also offers valuable references for teaching improvements in other professional courses. © 2025 IEEE.

Introduction: the present study proposes to develop a psychomotor skill evaluation instrument for servicing and maintenance of motorcycles equipped with electronic fuel injection (EFI). The instrument is designed based on the operational procedure for a motorcycle. The result is the assessment of automotive students’ psychomotor abilities. Methods: the development procedure was conducted utilizing the research and development framework. The development guideline was derived from Borg and Gall, which we condensed into six steps. To assess the validity and reliability of the instrument, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. Results: the developed psychomotor skill instrument is categorized as valid, practical, and reliable for assessing students’ psychomotor skills. Examination revealed that students’ performance was inconsistent with respect to standard operating procedures, resulting in findings that failed to meet employment requirements. This study involved two students who, after getting additional instruction, enhanced their work processes and therefore improved their psychomotor skills. Conclusions: the implemented instruments provide valid, reliable, and useful categories for assessing students’ psychomotor skills. This measure may evaluate students’ ability to integrate cognitive outcomes into psychomotor skills. © 2025; Los autores.

Vocational education plays a key role in equipping students with the practical skills needed for workforce participation, particularly in technical fields like electrical motor installation. This study investigates the effectiveness of the Project-Based Inquiry Learning (PBIL) model in enhancing students’ learning outcomes in electrical motor installation within vocational education. The primary objective is to evaluate whether PBIL can improve students’ technical competencies, critical thinking, problem-solving abilities, and collaborative skills, which are crucial for success in the electrical and industrial sectors. The research was conducted using a quasi-experimental design with a Nonequivalent Control Group. The experimental group (37 students) received PBIL instruction, while the control group (35 students) followed traditional teacher-centered methods. Data were collected through pre-and post-tests, practical performance assessments, surveys, and semi-structured interviews, analyzed using both quantitative and qualitative methods. The results indicate that the experimental group showed significant improvements in technical skills, problem-solving, and teamwork compared to the control group. PBIL also enhanced students’ motivation, engagement, and adaptability to technological demands. The study concludes that PBIL is an effective instructional approach for bridging the gap between theoretical knowledge and real-world application in vocational education. It is recommended that further research explore PBIL’s long-term impact and its scalability across different vocational fields. Overall, PBIL supports the development of a skilled workforce, better aligning education with industry needs. © 2025; Los autores.