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"Students"

Background: College students’ participation in physical education (PE) classes is of great significance to teaching effectiveness and students’ physical and mental health. However, few studies have explored the influencing factors and mechanisms of PE class engagement. This study aims to investigate the association between college students’ perceived PE environment and their PE class engagement, as well as the mediating roles of perceived teacher support and academic self-efficacy. Methods: A cross-sectional survey was conducted among 1,158 Chinese college students from December 1 to 31, 2024. Variables were measured using the Perceived Physical Education Environment Scale, Perceived Teacher Support Scale, Academic Self-Efficacy Scale, and Classroom Engagement Scale. Mplus 8.11 was used to perform latent profile analysis on the perceived PE environment, which classified the participants into three groups: low-perception group, medium-perception group, and high-perception group. Amos 28.0 was employed to construct a structural equation model, and SPSS 26.0 was used to test the mediating effects. Results: In the total sample and the three groups, the perceived PE environment was significantly and positively correlated with college students’ PE class engagement (p < 0.01). In the medium-perception and high-perception groups of PE environment, perceived teacher support and academic self-efficacy played both individual mediating roles and a chain mediating role in the relationship between perceived PE environment and PE class engagement. However, in the low-perception group of PE environment, the mediating role of perceived teacher support was not significant, while the chain mediating role remained significant. Conclusion: This study identifies that perceived teacher support and academic self-efficacy are key mechanisms linking the perceived PE environment to students’ class engagement, and this sequential mechanism is particularly important in the context of low perceived PE environment. The results of this study emphasize the practical significance of strengthening school PE environments and resources, improving teachers’ guidance and support, and fostering students’ academic self-efficacy for enhancing students’ class engagement. 2026 Guan, Zhang and Wu.

This book equips secondary Career and Technical Education (CTE) teachers with strategies and information to create rigorous, meaningful, and comprehensive CTE programs, supporting educators in traditional work-based learning programs as well as schools looking to infuse career programming into their curriculum. It is also designed to guide both teachers moving into CTE from other subject areas and industry professionals entering the field from an alternative certification program. Each chapter is infused with a myriad of strategies for teachers to make your classroom "career ready," drawing on 21st-century classroom curriculum design. Each topic introduced, from assessment, collaborating with community partners and school stakeholders, work-based experiences, and more, includes an introduction, several instructional suggestions, a "teacher spotlight" demonstrating the strategies in action, and discussion questions for individual or book study use. Sample lessons, projects, and interviews with experts supplement the chapters. Whether you're a current CTE teacher or just looking to infuse career-ready material into existing secondary curriculum, this resource can help you create meaningful CTE learning to prepare your students for their world after your classroom. © 2026 Samantha Shane.

This article examines how Technical and Vocational Education and Training (TVET) lecturers in a South African college conceptualise a humanising pedagogy within Work Integrated Learning (WIL) practices. Against a backdrop of high youth unemployment and persistent skills mismatches, the study considers how WIL might be reframed to support employability while fostering learner agency. Using a qualitative, critical design, five purposively selected lecturers drawn from the college’s five campuses participated in the study. Data were generated through participatory visual methods (collage-making and a modified Mmogo-method®) combined with semi-structured group discussions. Findings reveal that although lecturers seldom used the term ‘humanising pedagogy’, their practices often reflected its principles: learner-centredness, dignity, and responsiveness to students’ lived realities. The visual artefacts and narratives highlighted tacit and affective dimensions of pedagogy that interviews alone might miss. However, humanising practices were constrained by compliance-driven frameworks that emphasised logbooks, placements, and bureaucratic requirements. The study acknowledges that students’ perspectives were mediated through lecturer accounts, suggesting future research should include learner voices and direct observations. Overall, the paper argues that humanising WIL holds transformative potential by nurturing purpose, workplace readiness, and entrepreneurial imagination. It contributes to debates on vocational reform by offering context-responsive guidelines for socially inclusive WIL. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Worldwide, the tourism and hospitality industry has been expanding quickly over the past two decades as a result of globalization. The role of tourism and hospitality education at colleges, universities, and vocational schools plays a critical role in achieving excellence in the tourism industry. In the tourism and hospitality industry, being a highly competitive work-market focused on services, there is the constant demand for developing educational programs that emphasize professional skills along with student quality. This new book looks at how higher education in tourism and hospitality meets the demands and expectations of today's tourism and hospitality industry. © 2026 by Apple Academic Press, Inc.

Recently, a strict working definition of information in computer science was proposed. Information is understood as a selected subset in relation to the original set of elements (alternatives, states, outcomes, etc.); in the general case, the selected subset can be fuzzy. The purpose of this study is to create a methodological basis for using the new definition of information in IT education, in particular when studying machine learning technologies and neural networks. In addition, an important methodological issue is considered: the relationship of the new definition of information with another central concept of information theory – diversity. The experience of implementing the new approach is analyzed using the example of a research and educational student project. The project is devoted to forecasting the emergence of evolutionarily stable daily vertical migrations of zooplankton as a result of adaptation to environmental conditions. In this case, external conditions are classified into four classes corresponding to different migration regimes of two age groups of zooplankton. The new approach to the definition of information involves taking into account the objective fuzziness of the boundaries between classes. This in turn leads to the fact that the forecast regarding the migrations is formed with varying degrees of confidence. This approach allows us to avoid unfounded decisions and reduce the number of errors. It significantly reduces the risks of neural network overtraining. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

This study provides a comprehensive and critical examination of various enrichment strategies for gifted learners, specifically contextualized within the unique educational and sociocultural landscape of the Philippines. The primary purpose of this research is to systematically analyze the efficacy and implementation of differentiated and advanced curricula, independent study enrichments, learning centers, specialized programs, and mentorship/apprenticeship programs within the context of the Filipino gifted child. Employing a State-of-the-Art review methodology, it synthesizes existing scholarly literature to elucidate how these approaches foster cognitive, academic, and socioemotional development in gifted students, enhancing higher-order thinking, self-efficacy, and social responsibility. The findings highlight the profound impact of these strategies on engaging Filipino gifted learners’ natural curiosity and collectivist orientation, preparing them for future leadership roles. However, the study emphasizes that the full realization of these benefits is critically contingent upon addressing systemic challenges, necessitating robust policy frameworks, sustained funding, culturally competent teacher training, and accessible identification tools. Ultimately, this research advocates for a tailored, effective, and sustainable gifted education system in the Philippines to empower its brightest minds for national progress. © 2026 World Council for Gifted and Talented Children.

As online learning environments become increasingly popular within engineering education, practitioners and researchers seek to enhance teaching and learning by better understanding the factors influencing students’ perceptions. This study aims to explore some of these factors by employing a multi-methods survey design, which included a Teamwork Satisfaction Scale, Online Collaborative Attitude Scale and an open-ended question. The participants are first-year engineering students (N = 94) in an online module that was developed and implemented during the COVID-19 pandemic. The quantitative results highlight overall positive student perceptions of teamwork satisfaction and collaborative attitude in the online environment. The qualitative results identify eleven elements of successful online collaboration. The findings also highlight multiple factors which have the potential to positively impact student perceptions of collaboration in online PBL settings. Additionally, the study presents a refined Teamwork Satisfaction Scale and Collaborative Attitude Scale. However, further refinement by way of an exploratory factor analysis is recommended. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article investigates the impact of authentic learning on student employability within postgraduate Human Resource Management (HRM) programme in New Zealand. Focusing on a consultancy project course at a large New Zealand university, the study examines how work-integrated learning, as a form of authentic learning, enhances employability through the lens of job crafting theory. Twelve former students participated in the study through interviews. Analysis of interviews and secondary data highlights the role of authentic learning in developing employability skills such as problem-solving, critical thinking and professional communication. The study underscores the importance of carefully designed authentic learning experiences in bridging the gap between academic knowledge and practical application, ultimately contributing to enhanced employability outcomes for graduates. Additionally, our research suggests that job crafting can be a valuable strategy for higher education institutions to enhance authentic learning experiences for HR students, thereby creating a more adaptable and future-ready workforce. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The rapid transformation of the 21st-century labour market requires students to be highly psychologically adaptable, especially in dual education systems where academic and work-based learning occur simultaneously. This study examines resilience as a psychological and pedagogical protective factor among students in dual vocational education and dual higher education programmes. Using a quantitative research design with validated scales measuring resilience, motivation, satisfaction, and stress, the research investigates how individual and contextual factors influence students’ adaptability. The results showed that vocational education and training students exhibited greater resilience, greater learning satisfaction, and lower levels of stress than those in higher education. Regression analysis confirmed that resilience positively contributes to academic success, while supportive mentoring and a structured learning environment enhance emotional stability and motivation. The analysis highlights that autonomy and pressure to perform are associated with higher levels of stress in higher education, underscoring the critical role of mentorship and peer support in improving adaptability. These findings emphasise that resilience is not only an individual capacity, but also a pedagogical and organisational construct; its systematic development should be integrated into the dual education framework to support student well-being, learning effectiveness, and long-term professional adaptation. © 2025 by the authors.

This study explores the individual experiences and perspectives of pre-service teachers regarding the use of e-portfolio blogs during their academic studies. Additionally, it examines the long-term effects of maintaining and promoting e-portfolios after graduation. The students engaged in reflective learning through e-portfolios, using Gibbs’ Reflective Cycle as a structured framework for their reflections. This study was conducted at a university in Malaysia and involved diploma-in-education students preparing to become teachers upon completing their program. Data collection occurred both during the study program and again one year after participants’ graduation. Through semi-structured interviews and an in-depth analysis of the e-portfolios of 15 participants, the study identified several key findings. Participants indicated that e-portfolio use extended beyond the classroom, supporting professional growth and strengthening their sense of professional identity. They emphasized that maintaining e-portfolios supported them in developing a clearer professional identity while simultaneously cultivating a credible online presence. Many also viewed their e-portfolio blogs as practical evidence to demonstrate competencies during career applications and interviews. This investigation highlights that e-portfolios offer a practical approach to support continuous and authentic assessment, thereby promoting lifelong learning and encouraging future career advancement. In contrast to traditional assessments, such as quizzes, written tests, or essays, typically administered at the end of a semester, e-portfolios support continual reflection, evaluation, and development. Despite completing formal study programs, e-portfolios remain an important tool. They help share knowledge and experiences through digital media among future teachers, supporting ongoing professional development. In this way, e-portfolio blogs enhance authentic assessment practices and offer practical responses to the challenges posed by AI-driven evaluation in higher education. © The Author(s) 2026.