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Learning outcomes serve as a key indicator of the effectiveness of the teaching and learning process. In Vocational High Schools (SMK) located in underdeveloped, frontier, and outermost (3T) regions, students’ knowledge-based learning outcomes remain relatively low. This study aims to examine the effect of implementing the Work-Based Learning Higher Order Thinking Skills Employability (WBL-HOTSE) model on students’ cognitive learning outcomes during practice-based instruction in vocational schools situated in 3T areas. The research employed a quasi-experimental method using a nonequivalent control group design. One class was taught using the scientific approach as the control group, while the experimental class received instruction through the WBL-HOTSE model. The research subjects consisted of all 11th-grade students at SMKN 1 Kepulauan Mentawai. Data were collected through a test instrument. Based on hypothesis testing using the t-test, the results showed a significant difference in learning outcomes between students who were taught using the WBL-HOTSE model and those who received instruction through the scientific approach. These findings indicate that the WBL-HOTSE model can be effectively applied in practice-based learning to improve students’ higher-order thinking skills and learning outcomes. © 2025; Los autores.

The persistent issue of job-skills mismatch in the Philippine higher education system continues to hinder graduate employability, particularly in high-demand fields such as analytics and artificial intelligence (AI). Despite various efforts, many institutions still rely on traditional career guidance methods that fall short in aligning student competencies with evolving industry requirements. This gap is especially evident at Eastern Visayas State University (EVSU), where limited data-driven tools are available to assess and support students' career readiness. To address this challenge, the study developed a data-driven competency assessment feature grounded in the Philippine Skills Framework for Analytics and Artificial Intelligence (PSF-AAI). The tool enables graduating students to self-assess their proficiency across AI and analytics competencies and receive targeted career pathway recommendations. Utilizing the Software Development Life Cycle (SDLC), the system was designed, implemented, and tested with 165 graduating students. Results demonstrate that the platform effectively aligns student competencies with industry standards, enhances career guidance services, and improves employability in the digital economy. The study underscores the value of integrating standardized competency frameworks into educational practices to promote workforce readiness and support national development objectives. © 2025 IEEE.

RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop ‘human capital’, i.e. skills, abilities and knowledge (Foucault 2008). However, how does RPA play out in practice with previously NEET and so-called disengaged youth engaged on a Level 1 prevocational course? Empirical research was conducted at a large general further education (FE) college in South East England, named The Site with seven tutors and twenty six students from the 2013-14 and 2014-15 cohorts. Adopting a case study approach, multiple methods of data collection were used, including classroom observations, semi-structured interviews, focus group discussions and document analysis. Key findings problematize education and highlighted complications for marginalised youth that participated in the study. Far from being a straightforward experience for former NEET and disadvantaged youth to gain knowledge and skills whilst at college, conversely, these Level 1 pre-vocational students faced multiple barriers that challenged student efforts to access essential provision in an attempt to improve on previous academic failure. Research findings revealed ‘warehousing’ appeared to be the main purpose of education for these particular students in this study. Distinctly different to stereotypical ideas, these particular students wanted to learn. In a profound way, empirical research highlighted how stringent academic conditions were powerfully used to demarcate access and predetermined which types of youth were permitted on higher levels of study programmes and apprenticeship. This study adopts a social justice framework and therefore advocated for numerous structural and pedagogical changes. Amongst others, the recommendation was made for an overhaul in government and organisational policies on GCSE provision. This study also calls for a sharpened political focus, inviting academic and government debate for a critical re-think and revamp of re-engagement provision-so it is fit for purpose for disadvantaged students. © 2025 Cornish.

The imperative to align engineering education with the demands of Industry 4.0 necessitates a pedagogical shift from theoretical instruction to applied, hands-on learning. This study addresses the gap between academic curricula and industrial requirements by detailing the development of an integrated robotic system designed to enhance practical competencies in a smart manufacturing context. The research focuses on the design, implementation, and evaluation of automated production and quality inspection modules within the Industrial Engineering program at Pelita Harapan University. A multi-stage development method was employed, integrating a Dobot Magician robotic arm, color and ultrasonic sensors, and a programmable conveyor system into a cohesive educational platform. This approach facilitated the creation of two distinct learning modules for second and sixth-semester students, covering 3D printing, product inspection, robotic handling, and economic analysis. Iterative testing and refinement of the system resulted in a 97.3% success rate in autonomous inspection tasks, demonstrating its operational viability and effectiveness. The successful integration of this system provides a proven model for educational reform, effectively bridging theoretical knowledge with practical application and equipping students with the essential robotics, automation, and data-driven decision-making skills required for the evolving industrial landscape. © 2025 IEEE.

In response to the growing need for technology-integrated educational tools, particularly in underserved regions, this study presents the development and evaluation of a web-based career readiness instrument tailored for junior high school students in Kerinci Regency, Indonesia. The platform aims to enhance students' self-management skills and career planning competencies by providing structured and accessible digital guidance. Utilizing a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study incorporated key features such as self-assessment modules, interactive career guidance content, and progress tracking tools. The platform was piloted with 39 students and 7 guidance counselors, and its effectiveness was assessed through a paired sample t-test, showing statistically significant improvements (p < 0.05) in students' self-awareness, decision-making confidence, and time management related to career planning. Post-implementation feedback indicated that 85% of students gained better insight into their talents and interests, while 82% expressed increased confidence in selecting educational and career pathways. Despite the positive outcomes, several challenges were identified, including limited internet access, varying digital literacy levels, and insufficient integration of digital tools into the school curriculum. To address these barriers, the study recommends future enhancements such as mobile compatibility, AI-powered career recommendations, and targeted training for counseling staff. The findings underscore the potential of digital platforms to bridge gaps in career guidance services and contribute to the broader digital transformation of education in Indonesia, particularly for students in rural or resource-constrained areas. © 2025 IEEE.

Background: The integration of digital technologies into history education represents a fundamental transformation in pedagogical practice, yet comprehensive evidence synthesis regarding its effectiveness remains absent from the scholarly literature. This systematic review addresses this critical gap by evaluating empirical evidence on digital history teaching effectiveness at the undergraduate level. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search of the Scopus database spanning 2013 to 2025. Inclusion criteria encompassed empirical studies involving undergraduate students (aged 18+) that evaluated digital interventions in history education. Two independent reviewers performed screening and data extraction, with discrepancies resolved through consensus. Results: From 46 initially identified records, six studies met inclusion criteria after rigorous screening. The included studies employed diverse digital interventions ranging from collaborative wiki platforms to augmented reality applications. Analysis revealed consistent positive effects on student engagement (100% of studies), moderate improvements in historical knowledge acquisition (67% of studies), and enhanced development of critical thinking skills through primary source analysis. Notably, studies incorporating TPACK (Technological Pedagogical Content Knowledge) frameworks demonstrated superior outcomes in both cognitive and affective domains. Conclusions: Digital technologies demonstrate substantial potential for enhancing history education, particularly in fostering student engagement and developing analytical capabilities. However, the evidence base remains limited by methodological heterogeneity and absence of long-term follow-up studies. Future research should prioritize randomized controlled designs and standardized outcome measures to establish more robust evidence for digital history pedagogy. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

This research examines the effectiveness of educational tools for the design of microprocessor systems in developing digital competence among engineering students. Through a quasi-experimental study that compares traditional teaching methods with an integrated approach using MCU 8051 IDE, STC-ISP, and PROTEUS DESIGN tools, we demonstrate significant improvements in student performance and skill development. The experimental group showed an increase in average academic scores and substantial enhancement in digital competencies compared to the control group. Our methodology emphasizes a practice-oriented approach that balances theoretical knowledge with hands-on experience through laboratory-based learning, simulation environments, and hardware implementation. The findings contribute to best practices in engineering education by establishing a comprehensive framework to develop digitally competent graduates prepared for industry challenges in the design of microprocessor systems. This research addresses the persistent gap between academic instruction and professional practice while aligning with European Digital Competence Standards adapted for engineering contexts. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

Despite the widespread perception of smartphones as a source of distraction in the classroom, their growing impact on the educational environment highlights the need for a pedagogically grounded approach to their purposeful use. This paper explores the potential of integrating mobile devices into the learning process in institutions of lower secondary education. A study was conducted to examine the frequency, purposes, and effects of smartphone use during computer science lessons among students in grades 5-9. The findings revealed a high level of students' digital activity and near-universal access to smartphones, contrasted with their limited educational application. A significant discrepancy was identified between the current content of the “Multimedia” topic in the grade 8 computer science curriculum and students' pre-existing digital skills. In response to these challenges, an original teaching methodology for the topic “Multimedia” was developed, incorporating m-learning technologies and the BYOD (Bring Your Own Device) model. The proposed approach emphasizes the use of smartphones for project-based learning activities focused on the creation and editing of multimedia content. Grounded in activity-based and project-oriented pedagogical principles, the methodology is aligned with students' actual digital competencies and takes into account the constraints of wartime educational settings. The approach has the potential to be adapted to other areas of the computer science curriculum or subjects requiring hands-on engagement with digital technologies. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

This study presents a comparative analysis of community service integration in schools across Indonesia and Malaysia, examining distinct methods, challenges, and outcomes in different educational settings. Through semi-structured interviews with 13 participants—seven from Indonesia (teachers, a school principal, a program coordinator, and students) and six from Malaysia (teachers, a program coordinator, and students)—we explored how cultural values, national policies, and institutional goals shape community service implementation. Thematic analysis revealed significant differences: Indonesian schools employ highly structured, curriculum-integrated programs, particularly in vocational education where initiatives emphasize long-term skill development. Malaysian schools adopt a flexible, collaborative approach, partnering with external organizations to provide diverse community engagement opportunities that emphasize social interaction and civic responsibility. Findings indicate that Indonesia’s structured model excels at fostering practical competencies and readiness for future careers, while Malaysia’s collaborative model cultivates broader community awareness and social responsibility. Common challenges include resource limitations, insufficient teacher training, and difficulties assessing long-term impact. This research suggests that a hybrid approach combining structured skill-building with flexible collaboration could enhance the effectiveness of community service in both countries and comparable educational contexts. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study analyzes the perceptions of vocational high school students regarding the application of SDL in Islamic religious education learning. The research method used is an exploratory sequential mixed methods design. Data were collected by distributing open-closed questionnaires to 42 volunteers as respondents. The results showed that there were 5 problem themes with an average score of 2.40-2.84, which is classified as high. This indicates that students still experience problems related to their learning independence due to their learning habits. This study has implications for the importance of teachers in innovating learning that can motivate students to direct their abilities to achieve the expected results. Therefore, this study shows that implementing SDL in Islamic religious education learning in vocational high schools is not easy, because students' high ability to access information from various digital media platforms and their learning habits that require practical activities, making them feel dissatisfied if learning only focuses on understanding the text. © 2025, Shaheed Benazir Bhutto Women University. All rights reserved.