Search Results for
"learning"

Purpose – This paper critically examines the evolution of quality assurance (QA) and regulation in degree apprenticeships in England from 2015 to 2025. It explores how regulatory frameworks have developed over the decade, their implications for higher education institutions and how these compare with international approaches to degree-level work-based learning. Design/methodology/approach – The study employs a qualitative documentary analysis of policy documents, regulatory frameworks, inspection reports and stakeholder commentary. It draws on grey literature, government publications and international case studies to trace the development of England’s QA landscape and benchmark it against comparable systems globally. Findings – The English regulatory environment has transitioned from a fragmented oversight system to a more integrated, albeit complex, framework involving multiple agencies. While the coordination between regulatory bodies has improved, providers continue to experience significant compliance burdens. International comparisons highlight alternative approaches to integration and standardisation. The study finds that while institutional governance has matured, persistent challenges remain around inspection consistency, retention and balancing vocational and academic quality. Originality/value – Findings highlight the cumulative effects of regulatory reform on institutional practice, governance and risk by tracing the evolution of England’s degree apprenticeship QA landscape over its first decade. Comparative insights drawn from international systems illuminate how differing regulatory logics shape provision, oversight and employer engagement. The analysis offers a synthesis of the English model’s structural tensions, alongside emerging patterns of convergence and divergence in higher-level work-based learning. © Emerald Publishing Limited

In today’s modern education system, it is not only professional knowledge and technical skills that are of importance, but also the development of universal competencies known as soft skills—such as communication, collaboration, critical thinking, creativity, and emotional intelligence. The STEM (Science, Technology, Engineering, and Mathematics) education model not only enhances learners’ research capabilities but also provides ample opportunities to foster their soft skills. Accordingly, there is a growing need to systematically analyze effective strategies for developing these skills within STEM learning environments. The aim of this study is to assess the characteristics of soft skills development in STEM education settings through a meta-analysis approach. Based on research conducted across various educational levels, the study seeks to identify key factors influencing the development of these skills and scientifically justify the relationship between soft skills and STEM components. This study includes a systematic review of international and domestic scientific articles, empirical studies, and intervention projects published between 2015 and 2025. The meta-analysis was conducted in accordance with the PRISMA methodology. Review criteria included the types of soft skills and their connection to STEM methodologies. For statistical processing, the software Comprehensive Meta-Analysis 4.0 was utilized. The effectiveness of developing soft skills in STEM education was demonstrated through meta-analysis and empirical research. The meta-analysis revealed that STEM-based interventions have a positive impact on the development of soft skills (Hedges’ g = 0.813, p = 0.007). The findings showed that STEM methods are highly effective in fostering soft skills such as communication, teamwork, problem-solving, and critical thinking. The results of this research confirm that the systematic integration of soft skills development into STEM education is a powerful strategy for ensuring the professional and social adaptation of future specialists. © © 2025 Rizakhojayeva, Ramankulov, Akeshova, Nurizinova, Tuyakov and Abdrakhmanov.

This study aims to reveal the impact of training based on regional human resources development standards in the Kazakhstan labor market on employees’ work performance and innovation skills. The research employed a case study based on qualitative research designs. The study group consists of 18 participants selected with maximum diversity from 150 participants who participated in the training program based on regional human resources development standards in the Kazakhstan labor market. The training was carried out between October and December in 2024 based on the Rapid Foresight (RF) methodologies. During the training, basic stages such as preliminary preparation, in-house analyses, foresight sessions, scenario development, and result reporting were implemented, and future competency maps, strategy drafts, and projection scenarios were formed with the participants. The data were collected using a semi-structured interview form developed by the researchers and subjected to content analysis. The research results revealed that training based on regional human resources development standards implemented in the Kazakhstan labor market had positive effects on employees’ work performance and innovation skills. The participants showed significant improvements in areas such as time management, problem-solving, strategic thinking, and teamwork. The practical and interactive structure of the trainings deepened the learning process and transformed individual gains into institutional success. In this context, it is recommended that future training programs be structured according to sectoral needs, enriched with individual mentoring support, and cover areas such as digital literacy and crisis management. Training should be considered a key to not only individual but also regional development. © 2025, Association for Social Studies Educa. All rights reserved.

»Herausgeforderte Verdienste: Die Analyse von Kompetenzen in der Berufsbildungsforschung durch die Theorie der Konventionen«. Although merit has been critiqued and problematised such that it has become an object of public debate, it is still deployed as an inherent feature of particular educational forms and trajectories. In this paper, we demonstrate how sociological and educational research juxtapose merit versus skill in relation to different kinds of educational pathways, where the former is seen to be a competence residing within vocational education, while the latter has been confined to academic tracks and into higher education. We then embark on an empirical case study, paying attention to how actors negotiate and justify their actions in situations where they embark on Swedish higher vocational education. The ambiguity around recognising rivalling values and conceptualisations of merit is heightened during participants’ experiences of transitioning from training to work. By paying attention to these accounts facilitated through a particular adult educational institution, a space is opened up for us to examine the worth of what is/are treated as adjacent to merit. A critique of the ways in which we examine merit and skill in social scientific research is important, if the ambition is to formulate meaningful ways for understanding what is valuable in learning and work for actors. © 2025, GESIS - Leibniz Institute for the Social Sciences. All rights reserved.

Expanding Higher Education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation and mobilising of professional knowledge. Drawing on interviews from a 2-year study with 17 English undergraduate Physical Education students, the relationship between class and professional knowledge is explored in four ways: (1) connecting experience to academic content, (2) developing relationships with staff, (3) accessing complimentary employment and voluntary opportunities, and (4) utilising university societies to ‘play the game’. We suggest these impact on a student’s capacity to navigate employability-related opportunities at university and influence value judgements made by staff. Consequently, we call for a greater embedding of professional knowledge for all students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Vocational education plays a crucial role in enhancing the quality of Human Resources (HR). However, based on a needs analysis, 82 % of students reported not understanding what had been taught, indicating a gap between classroom learning and the assessment process. This study used a development method with a mixed-methods approach, combining qualitative and quantitative data, following the Borg and Gall model through six stages: research and information collecting, planning, developing a preliminary product, preliminary field testing, main product revision, and main field testing. The resulting product, a Digital Authentic Assessment assisted by Virtual Reality (VR), was validated as “Valid” by experts and rated as “Very Practical” by both lecturers and students. To measure effectiveness, a t-test was conducted comparing the learning outcomes of experimental and control classes, with results showing a significant improvement in the experimental group. The study concludes that the Digital Authentic Assessment with VR is valid, practical, and effective for the Electric Power Distribution course in vocational education. © 2025; Los autores.

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.

Graduate unemployment in Tanzania remains a significant issue, largely due to a substantial mismatch between university education and labour market demands, necessitating effective reskilling and curriculum reforms. Thus, the present study evaluates the effectiveness of Vocational Education and Training (VET) in reskilling university graduates and examines stakeholder perceptions of its suitability for enhancing employability skills. Using an interpretive phenomenological approach within a systems theory framework, data were collected through interviews with six university leaders, focus group discussions with 20 graduates, and document analysis of educational policies. Findings indicate that VET’s competency-based training effectively addresses technical skills gaps but is limited by its focus on manual trades, cultural biases, and capacity constraints. To ensure graduates’ skills align well with market needs, the study advocates for curriculum reforms integrating soft skills, digital literacy, and experiential learning, alongside industry-university partnerships and entrepreneurship education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

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.