Search Results for
"learning"

Purpose – This study aims to investigate the self-efficacy levels of students enrolled in work-based learning (WBL) programmes, using Universiti Tun Hussein Onn Malaysia (UTHM) as a case study within the global context of Technical and Vocational Education and Training (TVET). Design/methodology/approach – Employing a quantitative survey design, the study evaluates self-efficacy across three dimensions: self-ability, adherence to work rules and personal and professional development, based on responses from 211 students. Findings – The findings reveal a moderate level of self-efficacy among participants, with significant differences based on age but not gender or academic qualifications. The results provide valuable insights into the factors influencing student self-efficacy in WBL programmes, offering recommendations for improving such initiatives to enhance employability and industry readiness across diverse TVET systems. Research limitations/implications – The study focuses on UTHM as a case study, and further research in diverse institutional contexts is recommended to validate these findings. Practical implications – Insights from this study can guide the development of targeted interventions to enhance self-efficacy and employability among students, particularly through mentorship and improved WBL programme structures. Social implications – Enhanced self-efficacy improves workforce readiness, reducing graduate unemployment and fostering industry-academia collaboration. WBL programs bridge skill gaps by integrating mentorship and support, helping students develop both technical expertise and career resilience. Originality/value – This study uniquely links demographic factors with self-efficacy in WBL, going beyond industry readiness to explore psychological and educational aspects. By incorporating international comparisons and Bandura's framework, it broadens the theoretical foundation of WBL research from a global perspective. © 2025 Emerald Publishing Limited

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.

This study is located in the area of university work-integrated learning (WIL) management, in particular the implementation of both placement and non-placement WIL. The focus of the study is on enhancing WIL coordinators’ understanding of WIL as a system, using activity theory as a framework, and to mobilize this understanding to address challenges in practice. To this end WIL coordinators at two South African universities attended WIL challenge workshops in which an activity system-derived diagnostic toolkit was introduced. The verbal discussions and diagrams presented by the coordinators were analyzed for evidence of systematic understanding of WIL, challenges and future possibilities. Findings from the study revealed that WIL coordinators successfully used the toolkit to identify system-level constraints and were inspired to engage in further investigations. The authors thus argue that the diagnostic toolkit could be used with WIL coordinators at other universities as a useful approach to understanding and optimizing their WIL practices. © 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.

This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers. © 2025 by the authors.

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

In an increasingly interconnected world, educational systems must meet the needs of diverse learners from varying cultural, linguistic, and socioeconomic backgrounds. This study aims to explore the principles and practices of designing inclusive digital learning environments tailored to global classrooms, where diversity in language, learning styles, accessibility, and technological resources presents unique challenges and opportunities. This study also explores how leveraging digital tools, artificial intelligence, and adaptive learning technologies can create environments that are responsive to individual learners’ needs and sensitive to cultural nuances. Research on inclusive instructional design was compiled, highlighting methods such as localized content adaptation, multi-language support, and flexible learning pathways. Furthermore, the role of collaborative learning platforms was assessed to foster a sense of community across geographic and cultural boundaries. Case studies were conducted from diverse educational perspectives to propose effective strategies for inclusive digital design, highlighting successful approaches and areas for improvement. Ultimately, a roadmap was constructed for educators, designers, and policymakers to create accessible and culturally aware digital learning spaces to support the academic and social development of all learners, regardless of their background. The results of this study underscore the importance of inclusivity in digital education, contributing to a more equitable and connected global learning landscape. © 2025 by the author.

Construction apprenticeship programs involve significant classroom instruction and on-the-job training to develop highly skilled and broadly trained workers. Data from the state of Nevada, USA indicate that the typical apprentice who completes a program can expect to earn 56% more than the expected wage elsewhere in the economy for similar amounts of formal education. Potential earnings premiums are even higher for those with less educational attainment. One obstacle for completion is macroeconomic volatility, which under recessionary conditions, reduces apprentices’ opportunities to obtain on-the-job learning hours. Our study shows that economic fluctuations, which were particularly severe in Nevada before and during the Great Recession, especially affected less-educated workers, who stood to benefit the most from completing an apprenticeship. Findings also indicate that completion rates for underrepresented demographic groups were typically more cyclically sensitive compared to white, male, non-veteran apprentices with a high school degree. © 2025 Western Social Science Association.