Search Results for
"Teaching"

Conventional teaching methods often emphasize teacher-centered activities, limiting opportunities for students to develop professional and transferable skills. This disconnection between academic knowledge and workplace readiness highlights the need for innovative approaches to education. This study explores the integration of computational thinking (CT) into project-based learning (PjBL) as a means of enhancing student learning outcomes, particularly in online learning environments. A quasi-experimental design was adopted to evaluate the effectiveness of this strategy. The study involved two groups of university students: an experimental group (24 students) exposed to CT-integrated PjBL and a control group (23 students) taught using conventional PjBL method. Results demonstrated that CT-integrated PjBL significantly enhanced students’ knowledge construction and affective-domain learning objectives, including motivation, attitude, and self-efficacy, compared to the conventional approach. These findings underscore the potential of combining CT with PjBL to bridge the gap between theoretical knowledge and practical application. The study offers valuable insights and practical implications for educators, researchers, and course designers, advocating for the adoption of innovative teaching strategies that foster holistic skill development and better prepare students for professional challenges. © 2025 Elsevier Ltd

Gender equity has been a critical issue in global discussions around education, economic participation, and workforce development, particularly in male-dominated fields such as Technical and Vocational Education and Training. This study examines the influence of self-efficacy and social justice awareness on gender equity and female participation in Technical Vocational Education and Training (TVET) in Nigeria. The study used a descriptive survey design, gathering data from 250 female participants in technical colleges and higher education institutions in Lagos, Nigeria. Structured questionnaires measuring self-efficacy, social justice dimensions (distributive, participatory, and recognition justice), and female participation were administered. Data analysis included confirmatory factor analyses to validate the constructs and assess their relationships using AMOS SPSS v.23. The results show that self-efficacy, distributive justice, and participatory justice positively and significantly influence gender equity and female participation in TVET, highlighting the importance of these factors in empowering women in technical education. However, recognition justice did not significantly impact female participation, suggesting that acknowledgment alone may not address systemic barriers. The study concludes that fostering self-efficacy and implementing social justice principles within TVET institutions are essential for promoting gender equity. These findings support policies and practices that empower female students and enhance inclusive learning environments. The research provides actionable insights for educators, policymakers, and institutions, suggesting that initiatives in TVET should include gender-sensitive teaching, equitable resource distribution, and inclusive decision-making processes to support gender equity. © 2025 John Wiley & Sons Ltd.

Critical thinking (CT) is widely recognized to be among the most essential skills for university graduates to successfully compete in the 21st century global economy; yet, much obscurity remains regarding its practical role in higher education. In fact, there is a need for an accepted educational plan with pedagogical guidelines that university instructors can lean on for integrating CT into subject instruction. Accordingly, this study aimed to identify the instructional design components recommended by instructors and students for promoting CT in higher education academic courses. The study involved ten higher education instructors and 342 undergraduate students in science and engineering. In order to address the research goal, the study followed the grounded theory approach in which the data was analyzed from a qualitative perspective. The data was collected through two research tools: semi-structured interviews and an online survey. The current study identified eight instructional design components for promoting CT. These components include four pedagogical practices: explicit teaching of CT, integration of digital tools, collaborative learning and constructing questions , as well as four modes of engagement: critical engagement with information, comparing approaches to problem-solving, guided inquiry and experimentation and raising doubts and evaluating credibility . The study introduces an adaptive model incorporating CT-enhanced pedagogical practices, for policymakers and instructional designers, to foster CT in science and engineering courses. © © 2025. Published by Elsevier Ltd.

This study introduces a multi-semester framework for Vocational Software Development Education (VSDE) that incorporates Agile practices—specifically Scrum, Lean Startup, and Extreme Programming—into a Project-Based Learning (PBL) curriculum. Conducted at an Indonesian polytechnic with 51 students across six courses, the framework was evaluated using a mixed-methods case study that combined qualitative data (such as interviews and reflections) with quantitative indicators (including Net Promoter Score [NPS], Minimum Viable Product (MVP) delivery, and sprint completion rates). The findings demonstrated a systematic improvement, with the median NPS increasing from 20.0 in Sprint 1 to 56.9 in Sprint 5, and six out of seven teams showing progress (Friedman χ2(4) = 11.38, p = 0.023). Survey results indicated gains of 1.5–2.0 points in Agile competencies, while student reflections highlighted a greater sense of ownership and more adaptive delivery processes. Overall, the results indicate that the iterative adoption of Agile practices can enhance both product quality and professional readiness. This study presents a replicable model and provides practical guidance for curriculum design, stakeholder engagement, and scaling Agile pedagogy across diverse institutional contexts. © 2025 The Authors

Recent initiatives in the construction industry highlight the importance of technical skills training and gender diversity for the industry's growth and development. Despite efforts to improve training, gaps remain in gender diversity and its impact on technical skills training, particularly among craft professionals. This study examines the perceptions of craft professionals regarding (1) types of training received, (2) types of certifications held, (3) benefits and barriers of technical skills training, and (4) job-searching factors. The study collected and analyzed 1,457 responses from craft professionals using a survey questionnaire and snowball sampling. Results revealed that female craft professionals prefer formal classroom training, evidenced by their acquisition of the National Center for Construction Education and Research (NCCER) and other third-party training certifications/licenses. Males and females also differ in their perceptions of the benefits and barriers of technical skills training, which employers and training providers can integrate or eliminate to create an inclusive workplace and training engagement. Furthermore, "challenging work assignment"was the most important factor female craft professionals prioritized during job searches. This study contributes to the body of knowledge by providing new insights into designing technical skills training programs that cater to diverse preferences, promoting an inclusive workplace, and enhancing project outcomes. © 2025 American Society of Civil Engineers.

This study aimed to systematically review research on digital technology in differentiated English language teaching by integrating a systematic literature review with bibliometric mapping. The data were collected from Scopus and analyzed using PRISMA guidelines and VOSviewer. Results indicated that digital platforms, learning management systems, and adaptive technologies were central to personalization. Advanced technologies such as artificial intelligence, big data, and the Internet of Things are emerging but underutilized. These technologies are significant because they enable real-time adaptation and enhance learner-centered instruction, although institutional readiness, teacher competence, and infrastructure mediate their effectiveness. Bibliometric insights showed three clusters: pedagogical integration, institutional innovation, and data-driven personalization. This review contributes by linking pedagogy, science, and technology, offering a framework for scaling and sustaining digital differentiation in English language teaching. The findings are expected to guide educators, policymakers, and researchers toward effective and equitable technology-enhanced instruction. © 2026 Tim Pengembang Jurnal UPI.

Faculty members in hospitality and catering education play a pivotal role in equipping students with the competencies needed to thrive in competitive industries. The expertise of faculty members is vital for both institutional effectiveness and student development. This paper aims to explore the relationships among the teaching competencies of faculty members (TCs), the efficacy of the teaching method (ET), and Graduate Attributes (GAs) in hospitality and catering education. This study employs a quantitative approach to investigate the relationships among TC, ET and the GA, with a focus on the universities and hospitality industries in Ghana. A purposive sampling technique was used to gather data from the respondents, comprising 113 faculty members and 385 graduates. A structured questionnaire was used to gather information from the respondents. Smart partial least squares structural equation modelling (PLS-SEM) was used to analyse the data. The empirical findings underscore positive and significant relationships between ET and GA (β = 0.410, t=9.056, p<0.01). Additionally, TC had a positive but statistically insignificant effect on GA (β = 0.065, t=1.529, p>0.05). The results revealed that TC and ET collectively accounted for 20.2% of the variance in the GA. This study makes notable contributions to both theoretical understanding and practical implications in the teaching field at the university level. This research extends existing knowledge and offers novel insights into the relationships among TC, ET, and the GA. The findings provide practical implications for educational institutions, particularly universities in Ghana, by emphasizing the importance of investing in faculty member development and promoting active learning strategies. This research thus contributes to improving the quality of teaching and learning in hospitality and catering programs and positions institutions as leaders in producing graduates who are confident, competent, and career-ready. © 2026, Malque Publishing. All rights reserved.

The growing demand for qualified professionals for the twin green and digital transition exceeds the supply of candidates, highlighting the urgency of effective educational methods for qualifying individuals in a circular economy (CE). However, despite the CE field having made several advances in terms of academic research and practical applications, teaching the CE has not received proper attention. Recently, the skills required in a twin transition have been defined, along with a framework identifying which of these skills should be fostered in new educational initiatives. However, it is still not clear which teaching methods are most suitable to support education in CE. This study, based on a systematic literature review, identifies 11 teaching methods, such as case studies, project-based learning, and gamification, that develop technical, digital and resilience skills. Given the continuous evolution and interdisciplinarity of the CE, particularly when combined with digital technologies, the delivery of knowledge necessitates appropriate and flexible approaches. By providing theoretical and practical implications, the study guides educators and policymakers in creating curricula aligned with market demands, promoting interdisciplinary education for the twin transition. © 2025 The Authors.

Feedback is crucial for teacher professional development, yet most studies focus on a single source (e.g., experts or peers). Longitudinal comparisons across sources and analyses of underlying mechanisms are rare. This study therefore investigates how different feedback sources influence teacher learning outcomes. A total of 522 teachers participated in a 13-week professional learning program, including three weeks of reflective practice. Participants were divided into three groups: NF (no external feedback), EF (expert feedback), and AF (AI feedback). teaching videos, instructional design artifacts, and reflective journals were analyzed to assess outcomes. Teachers in the EF group achieved significantly higher learning outcomes than those in the AF group, who, in turn, outperformed the NF group. These findings underscore the distinctive value of expert feedback in providing depth of insight and contextual sensitivity, while also indicating that AI feedback, although timely and adaptive, cannot fully replace expert judgment. Cross-Lagged Panel Network (CLPN) analysis identified key behaviors and sequences across groups and revealed detailed temporal patterns within behavioral clusters. Qualitative interviews further demonstrated that feedback effectiveness is shaped by the interaction of three dimensions—Time, Object, and Level (TOL)—which form the basis of a framework with 16 elements. The study highlights the complementary strengths of AI adaptability and expert insight, suggesting that multi-source feedback enhances teacher professional development by integrating process support with higher-order regulation. © 2026 Elsevier Ltd

Introduction: teaching web design using HTML and CSS is an increasingly important component of secondary education, preparing students for future careers in information technology. This systematic review examines research on methodologies and tools for teaching web design in secondary schools, identifying key effectiveness factors and approaches to overcome learning difficulties. Methods: Following PRISMA methodology, we conducted a systematic review of research published between 2007 and 2024. Initial searches in Scopus and Web of Science were expanded to include Google Scholar and additional databases following reviewer recommendations. Nine studies meeting inclusion criteria were selected from comprehensive searching. Inclusion criteria focused on empirical research involving HTML/CSS instruction in secondary or vocational schools with full-text availability. The limited number of studies despite expanded searching confirms the nascent state of empirical research in this domain. Results: Analysis revealed increasing research interest since 2017, with most studies conducted in Indonesia and the United States. Research predominantly focused on professional technical schools with 10th-grade students. Key findings are organized around three themes: (1) digital tools and platforms supporting web design education, including gamification platforms, learning management systems, and visual programming environments; (2) factors influencing learning effectiveness, including student characteristics, pedagogical approaches, and technical infrastructure; and (3) common learning difficulties and their solutions, particularly regarding complex material comprehension and student motivation. The recent emergence of gamification-based approaches shows particular promise for enhancing student engagement. Conclusions: Effective web design instruction requires a comprehensive approach integrating modern methodologies and tools while addressing student needs and providing adequate support. Project-based learning, gamification, and interactive environments emerged as particularly effective approaches. The scarcity of empirical research, confirmed through expanded searching, highlights the urgent need for additional studies. Future research should compare the effectiveness of different teaching methodologies and develop evidence-based recommendations for optimizing instruction across various educational contexts. © The Author(s) 2025.