Search Results for
"learning"

Over the past decade, the ETHAZI collaborative problem-based model was developed to address the evolving demands of the productive sector and the ongoing restructuring in the labour market and society. Designed to create a dynamic system that prepares individuals for continuous change and emerging challenges, ETHAZI emphasises interdisciplinary and collaborative approaches within a competence-based framework. This article presents a quantitative descriptive study (n = 843) exploring Basque Autonomous Community teachers’ perceptions of the ETHAZI model and its implementation. Findings indicate generally positive perceptions regarding the model itself, problem design and participation, and organisational flexibility. Despite overall favourable perceptions, results suggest areas that may have room for improvement, such as organisational flexibility. The study concludes that, while the ETHAZI model is perceived as valid, enhancements guided by teacher perceptions might be recommended. © 2025 SEFI.

Computer science and technology has become the vital role to change the geological teaching modes. The Xingcheng Geological Teaching Practice of Jilin University, as a pivotal practical component within the Earth Science Division, faces escalating demands for digital transformation in the digital era. This paper describes the educational purpose and the role played by the Xingcheng Geological Practice Platform; in order to extend the Xingcheng Geological Practice Platform, we leverages the Android Studio development framework to construct a mobile App for Xingcheng Geological Teaching Practice. The App employs a GridView widget for categorized functional panel management, integrates a ListView widget for real-time notification display, and establishes a hierarchical route navigation system using an ExpandableListView widget. To meet the requirements for real-time data synchronization, the system incorporates Long Polling technology for instantaneous password management and user status updates, while implementing a secure authentication architecture based on the OAuth protocol. The results indicate that the modularly designed App effectively delivers essential pedagogical functionalities, including route planning, geological phenomenon observation, and data collection. This App provides innovative digital tools for Xingcheng Geological Teaching Practice and offers scalable technical references for similar practical education platforms. Furthermore, we envision scenarios for integrating Xingcheng geological practice with some new technologies. © 2025 IEEE.

Traditional models for analyzing learning ability use simple, single-factor models that cannot be analyzed to impact analyze the key factors that affect learning. Therefore, the study establishes a learning ability optimization model for higher vocational students based on principal component analysis combined with back propagation neural network. By collecting multi-source heterogeneous data such as class activity and discussion activity, and using back propagation neural network to provide students with corresponding optimization of learning ability. The experiment builds its own database of multiple students from higher vocational schools, and the research model has a mean absolute error of 0.23 points in predicting scores when the number of iterations reaches 400, and the root mean square error stabilizes at 0.66 points at the end of the validation set of iterations. In the comparison of the optimization of the students' scores it was shown that the research model improved the score of student #46 by 12 points. The above results show that the research model can target and analyze the learning ability of higher vocational students one by one, and provide new reference ideas for creating a good academic style in higher vocational colleges. © 2025 IEEE.

The dichotomous key has emerged as an active learning tool that can support both students and teachers in learning and teaching biology. The present study is one of the first to examine the dichotomous key within a STEM-integrated active-learning framework; it aimed to investigate the impact of this tool on students’ knowledge, retention, attitudes toward biology, self-efficacy, and also spending time in classrooms. A quasi-experimental research design was employed, involving control (N = 51) and experimental (N = 140) groups selected from five different schools (N = 191) with varying knowledge levels. Pre-, post-, and retention tests were conducted. The findings show that the dichotomous key significantly enhanced knowledge, attitudes toward biology, and self-efficacy, particularly among low-achieving students. The tool also promoted student-centered learning by increasing peer interaction and reducing teacher-led questioning. Moreover, although both the experimental and control groups exhibited overall score increments, the experimental group showed stronger associations with achievement, attitude, and self-efficacy. These findings suggest that the dichotomous key can serve as an effective and sustainable STEM-based active-learning tool, particularly for enhancing engagement and academic development among diverse student populations. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study examines how the basic science curriculum in various classes in Ebonyi State, Nigeria, corresponds with the specification of the core curriculum. The study utilized a quantitative research approach and document analysis as part of a descriptive research design. A non-proportional stratified sample of 30 schools (15 public and 15 private) was selected from among the 583 secondary schools (343 private and 240 public). The data for the study were collected from the Ebonyi State Secondary Education Board’s Basic Science curriculum and the Federal Ministry of Education’s core curriculum. The degree of correspondence of the curriculum between JSS1, JSS2, and JSS3 was analyzed using descriptive statistics. The results show that the second term of JSS1 achieved a 100% level of correspondence, while the first and third terms revealed mixed levels, indicating a significant difference in curriculum correspondence. Also, there was a significant difference between JSS2’s three terms, and in JSS3, there is a high level of correspondence between the taught syllabus and the core curriculum. Based on the findings, it is therefore recommended that educational stakeholders look into the correspondence of the curriculum to improve its effectiveness in secondary schools in Nigeria for a better learning outcome. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Previous research has demonstrated that project-based learning (PjBL) and flipped classroom models can enhance student engagement and academic outcomes, but their combined use in creative writing instruction remains underexplored. This study investigates the effectiveness of a flipped PjBL model in improving creative writing skills in higher education. The research seeks to answer: (1) Does the flipped PjBL model significantly affect creative writing learning outcomes? (2) What is the relationship between student perception, motivation, and learning outcomes? It is hypothesized that the flipped PjBL model positively influences learning outcomes and that student perception and motivation are positively associated with those outcomes. A quantitative quasi-experimental design was used, involving 62 university students aged 19–21, divided into an experimental group (n = 33) and a control group (n = 29) through purposive sampling. Questionnaires measured student perception and motivation. The results indicate that the flipped PjBL model contributed to improved creative writing outcomes and revealed positive relationships among the measured variables. © 2025 Lira Hayu Afdetis Mana et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

The learning Outcomes revolution has swept the globe. Heralded as the means to raise vocational education and training standards, and establish equivalence with academic qualifications, the outcomes assessment model has been at the vanguard of VET reform. These bold claims derive from the particular characteristics of outcomes design: atomised performance statements, the aggregate credit system, and exhaustive sampling. The architects of the Outcomes movement claim that these characteristics provide the transparency, flexibility and learner motivation that classical assessment design apparently lacks. Yet the Outcomes template has attracted a great deal of criticism, particularly from academic quarters. Critics find that outcome-based assessment fails to account for holistic curricular knowledge, and is therefore not fit for purpose. This article provides evidence that supports these findings. Investigating how outcomes qualifications operate in their environment, this study finds that the outcomes model interacts with accountability pressures to produce deleterious effects. Drawn from data derived from a literacy embedding study, the paper uses the concept of subject procedural knowledge to explore how teachers of outcome-based qualifications interpret their subject knowledge. It is argued that the model produces a compositional fallacy, and a tail-wags-dog culture whereby assessment consumes curricula and pedagogy, thus undermining educational quality. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The purpose of this research is to analyze how the integration of digital tools such as Tinkercad and Zoom in particular impacts student learning in a virtual environment. This research uses a quantitative methodology, with a 12-question survey to collect data before and after the 3D design course in engineering, with a representative sample that allows optimizing the generalization of experiences. Statistical tests, both descriptive and inferential, were carried out to determine the relationship between the use of these platforms and academic results. The results show a notable improvement in student learning: this increases the understanding of complex concepts by 75% and increases active participation in virtual sessions by 40%. These results suggest that the combination of Tinkercad and Zoom not only tends to improve interaction, as well as student intervention in general, but also helps the content to be better received by them. The conclusions highlight the need to update the educational curriculum, having become common in higher education to increase the effectiveness of teaching-learning processes. © 2025 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.

This paper examines the role of vocational education and training (VET) in innovation by comparing the participation of VET-qualified employees with that of university graduates such as scientists and engineers. Using individual-level data from the German manufacturing sector, we distinguish between initial VET qualifications (acquired through dual apprenticeships) and higher VET qualifications (e.g. master craftsmen or technicians). The results show that university graduates dominate formal research and development (R&D) activities. However, VET-qualified employees–particularly those with higher VET qualifications–strongly participate in both the invention and implementation phases. Initial VET graduates are especially active in implementation, notably in introducing new machinery, equipment, and technologies. Higher VET graduates play a crucial bridging role between R&D and the shop floor, facilitating knowledge transfer across qualification groups. Participation patterns also vary by firm size, with larger firms displaying clearer task allocation and specialisation. Overall, the findings demonstrate that innovation in manufacturing relies on the complementary strengths of vocational and academic qualifications, which are rooted in their respective knowledge types and firm-level modes of learning and innovation. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

A diverse classroom necessitates a review into a traditional instructor-student relationship to facilitate learning. Thus, the study aims to examine the influence of external feedback on learning in a diverse classroom. The focus is on former students who previously participated in the DevLAB, initiated by Oulu University of Applied Sciences (Oamk) in Finland during 2012 to 2019. The survey is developed to examine the interrelationship among the three components: attitude, external feedback and learning and development after their graduation while the analysis involves the use of Linear Structural Relations (LISREL) program, Path Analysis and Factor Analysis. 57 former students with diverse educational background and nationalities have participated. Their education backgrounds and nationalities are diverse. The finding shows that external feedback as well as attitude contributes positively to learning and development. Specifically, active use of external feedback significantly strengthens learning in a diverse classroom. Future research is suggested to extend the findings. © © 2025 Inderscience Enterprises Ltd.