Search Results for
"learning"

Background: Workplace learning in hospitals is a cornerstone of postgraduate medical education, enabling junior doctors to develop specialist expertise and generalist skills. General Practice (GP) trainees often spend significant time in hospital-based rotations to acquire broad clinical experience. However, the hospital environment poses challenges for GP trainees, who may find it disconnected from their primary care focus. The aim of this scoping review is to map out existing literature regarding strengths, issues and concerns associated with hospital rotations in GP training. Methods: This scoping review adhered to the PRISMA-ScR guidelines. A systematic search across MEDLINE, Embase, Scopus, and APA PsycInfo identified relevant literature. Eligible studies included those addressing strengths, issues, and concerns of hospital rotations for GP trainees published since 2000 in English or Scandinavian languages. Results and Discussion: A total of 31 studies met the inclusion criteria. Most studies employed mixed-methods approaches, reflecting a focus on nuanced trainee and trainer experiences. Key findings highlighted mismatches between hospital rotation objectives and trainees’ future roles, insufficient supervision, and limited integration with primary care. Structured connections between hospital and GP training environments were identified as potential strategies to enhance learning transfer and relevance. Variability in training organisation across settings underscored the need for tailored approaches aligned with healthcare system constraints. Conclusion: This review emphasises the importance of strategic planning in hospital rotations for GP trainees to address identified challenges. By fostering supervision, collaboration, and primary care integration, hospital training can better support GP trainees’ professional development and preparation for practice. © 2026 Informa UK Limited, trading as Taylor & Francis Group.

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.

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.

Orientation: Banks aiming to enhance human resources and achieve optimal job performance increasingly need to adopt non-traditional recruitment approaches, particularly skill-based hiring, as a strategic alternative to traditional experience- and qualification-based practices. Research purpose: This study seeks to examine the relationship between skill-based hiring and job performance in the banking sector, while investigating the mediating role of continuous learning in this relationship. Motivation for the study: Despite the growing interest in skill-based employment, empirical evidence on its impact on job performance remains limited in both global and local contexts. Furthermore, the mediating role of continuous learning between skill-based hiring and job performance has not been sufficiently examined or clearly explained. Research approach/design and method: Using stratified random sampling, 365 bank employees (HR managers, HRM staff, training staff, and general employees) completed a structured questionnaire. Data were analysed using (SEM.). Main findings: Skill-based hiring and continuous learning both significantly improve job performance. Skill-based hiring also promotes continuous learning, which mediates its effect on performance. Practical/managerial implications: Banks should shift from traditional hiring practices toward a skill-oriented framework by focusing on competency-based job descriptions, effective skill assessment methods, behavioural and situational interviews, and fostering continuous learning Soft skills. Contribution/value-add: This study can enhance existing knowledge concerning the mechanisms and methodologies of skill-based recruiting and its effect on job performance. © 2026. The Authors. Licensee: AOSIS.

The article presents an analysis of the mechanisms used by a vocational high school in Bulgaria to develop dual training and implement it sustainably. It focuses on the school management’s leadership role in the network of different stakeholders, demonstrating the importance of this aspect in the entire process of developing dual education. Apart from the case analysis of the Bulgarian vocational high school’s successful implementation of dual learning, the research strategy includes examining regulatory documents, evaluation reports and publications in media and by companies, as well as analyzing the attitudes among key stakeholders. An overview of the challenges facing dual education in Bulgaria is also provided. Based on the case study findings, the factors supporting the implementation and sustainability of the dual system have been identified. We conclude that the long-term development of the dual education model depends on the understanding that the formation of professional skills is a dynamic process, requiring attention to the needs of the local environment, adaptability to current changes and active participation by all stakeholders. The role of school leadership—with regard to both its motivation and activity—has proven to be essential, and therefore it should not be overlooked when creating state incentives to support dual training. © 2026 by the authors.

Purpose – This study examines how digital pedagogy integration and recognition of prior learning (RPL) frameworks influence educators' ability to deliver innovative curricula in Bangladeshi TVET institutions. It further investigates the mediating role of educator instructional self-efficacy and the moderating effect of institutional resource capacity. Design/methodology/approach – A mixed-method qualitative approach was employed, combining a systematic literature review of 20 peer-reviewed TVET articles with semi-structured interviews conducted with twelve institutional stakeholders (Director of TVET Institute, Head of Curriculum Development, Industry Liaison Manager, Senior TVET Instructor, Prior learning Recognition Coordinator and ICT Training Manager). Thematic analysis and NVivo-assisted coding were used to identify core themes, while Python-based topic modelling and co-occurrence heatmap visualisation were applied to the SLR dataset to map emerging research agendas. Findings – The results show that digital pedagogy integration (virtual labs, blended-learning readiness and multimedia utilisation) and RPL frameworks competency mapping and e-portfolio assessment strongly support improvements in perceived curriculum innovativeness. These relationships are mediated by educator instructional self-efficacy, which is strengthened through professional development, peer mentoring and reflective practice. Institutional resource capacity positively moderates these links by providing technical infrastructure, professional support and industry collaboration. Originality/value – This research extends technology acceptance model (TAM) and social cognitive theory by demonstrating that perceived curriculum innovativeness results from the alignment of institutional innovation frameworks, educator agency and organisational support. The use of Python-based text mining together with qualitative analysis offers a novel moderated-mediation model that supports both theoretical refinement and practical guidance for enhancing curriculum innovation in resource-constrained TVET settings. © 2025 Emerald Publishing Limited