Search Results for
"Higher education"

High-order thinking skills are crucial in pursuing competency mastery within Islamic higher education. A viable approach to attain these educational goals is implementing the Peer Instruction strategy. Nevertheless, a comprehensive model for peer instruction in blended learning environments still needs to be developed. This research seeks to create a model for instructional system design that outlines learning procedures, integrating the Peer Instruction strategy within a blended learning framework informed by a just-in-time teaching methodology. The built model is intended to guide instructors in creating learning to stimulate learners’ higher-order thinking skills. The development process follows the formative evaluation procedure, consisting of several stages, such as selecting a design theory, designing an instance of the theory, collecting and analyzing formative data on the instance, revising the instance, repeating the data collection and revision cycle, and offer tentative revisions for the theory. The resulting product has also undergone several validity tests by experts, including instructional designers, blended learning experts, lecturers, and students. The product’s effectiveness in improving critical thinking and problem-solving was carried out through a test instrument for students. Validation and effectiveness tests showed that this product was valid, practical, and effective in improving critical thinking and problem-solving skills. © 2025, Anadolu Universitesi. All rigths reserved.

Authentic assessment is widely recognized as a valuable method that reflects real-world contexts, allowing students to apply their knowledge to practical challenges and prepare for their futures. Despite the pervasive influence of digital technologies in modern work and life, their role in authentic assessment—an approach centered on real-world relevance—remains poorly understood. Key questions persist regarding how digital technologies are integrated into authentic assessment practices. This review examines the nature and extent of technology integration in authentic assessment within higher education literature. Through a systematic search, identification, analysis, and synthesis, we identified 52 relevant studies. Our findings reveal significant variation in technology use across the four steps of authentic assessment. While digital tools are commonly employed in assessment task design (Step 2), there is limited consideration of broader digital contexts (Step 1) or integration into evaluative judgments and feedback mechanisms (Steps 3 and 4). We also identify diverse approaches to incorporating technology within the design phase. These differences in technology use reflect varying conceptualizations of authentic assessment, influencing its design, implementation, and learning outcomes. To provide educators with practical guidance, we build on a widely adopted stepwise model by introducing a structured framework for integrating digital technologies into authentic assessment. Finally, we highlight areas for future research and practice that may enhance authentic assessment through technology. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

The rapid advancement of information and communication technology enhances the global outsourcing semiconductor assembly and testing industry to transform into intelligent factories, in which outstanding technicians can take adaptive behaviours in the manufacturing process. However, the vocational education nowadays encounters several challenges including “learning-application gap” and “impact of low fertility rate,” and thus fails to provide sufficient manpower for intelligent manufacturing. To tackle the issue of manpower shortage, this research presented and adopted segmentation and targeting methods, especially in combination with the subsequent peer experiences model with the learning process of “intelligent simulation training system.” Parametric studies have been conducted on the “Industrial-Academic Cooperation Plan” featuring work-integrated learning to solve the predicaments mentioned above. The research demonstrated that the model of taking the learning process of intelligent simulation training system as variable for subsequent peer experiences could be used to conquer the problem of “learning-application gap.” Moreover, the research results showed the electronics department using this model in case study enjoyed an enrolment rate 24% higher than that of other electronics departments of private university in the same period. Obviously, this “Industrial-Academic Cooperation Plan” which adopts the marketing management methods “segmentation” and “targeting” is different from “offering education for everyone”; instead, it is the research results that implement “the enrolment mode with adaptive guidance” that provides the outsourcing semiconductor assembly and testing industry with quality and steady workforce required to introduce intelligent manufacturing into factories. © The Author(s) 2018

Numerous issues with Kazakhstan's higher education system have been revealed by the digital advancement of the country. First, universities still have inadequate levels of digitization despite it being a significant component of the wider digitalization of education. The presence of organizational and legal barriers in the educational environment does not contribute to the digitalization of education. The issue of collaboration between teachers and students emerges in the context of educational digitalization. The study was conducted at Abai University and Almaty University of Humanities and Economics (Almaty, Kazakhstan). The experiment included 163 participants. The study revealed a lack of knowledge of digital literacy and motivation among learners for creating a digital environment and providing feedback. The use of cloud computing, video hosting and the coordination of offline and online activities on the internet were found to provide challenges for maintaining the security and privacy of personal information. This study demonstrates that significant advances in students' digital literacy have occurred following the introduction and testing of the author's academic program with EG participants to develop digital skills. Data from this study can serve as the foundation for creating strategies for digital skills development in universities and as a methodological basis for adapting educational programs for digital skills development. © 2025 by the authors; licensee Asian Online Journal Publishing Group https://creativecommons.org/licenses/by/4.0/

This study investigates creative pedagogical techniques to promote sustainability in online learning settings. It emphasises the importance of rethinking established tactics for engaging pupils in real-world sustainability concerns. The research focuses on strategies such as problem-based learning (PBL), project-based learning, and collaborative learning that improve critical thinking, problem-solving, and life skills. These techniques position students as engaged learners, encouraging a greater knowledge of sustainability. The challenges of student disengagement and outmoded technologies in online education are addressed by suggesting dynamic instructional approaches and interactive tools. The study also emphasises the need of assessment methodologies that go beyond standard testing, such as sustainability awareness, understanding, and community participation. Finally, the study emphasises the responsibility of higher education institutions to implement best practices. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Purpose: Vocational teachers' professional work builds on both vocational and teaching competence, requiring vocational teachers to balance multiple identities in their professional practice. As a professional group coming to education from different vocational disciplines, vocational teachers also have various educational backgrounds, teaching experience, or competence profiles. Nevertheless, teacher training programmes treat them as a homogeneous group. This study aims to identify competence profiles among vocational teachers in Sweden and analyse background factors associated with these competence profiles. Methods: Data was collected via an online survey, asking vocational teachers to respond to questions on how important they considered different competences to be for vocational teaching and rate to what extent they had achieved different competences. The sample included 280 vocational teachers from various disciplines. The survey data was analysed using k-means clustering. Results: Two main competence profiles emerged in the analyses. Profile 1 had mainly male vocational teachers with extended occupational experience and limited teaching experience. These teachers reported lower achieved competence in all areas compared to teachers in Profile 2. Profile 2 included mostly female vocational teachers with longer teaching experience and more limited occupational experience. A higher percentage of these teachers had teacher training, and they reported higher achieved competence in all areas. Several background factors were associated with these two competence profiles, but no relations of cause and effect were proved. Conclusion: The competence profiles rather highlight the differences and different learning needs among groups of vocational teachers, leading to the conclusion that vocational teachers in Profile 1 might need further or a different type of support in their professional development. © 2025, European Research Network Vocational education and Training. All rights reserved.

The objective of this study was to evaluate the influence of digital fatigue on university teaching performance management, taking into account its effects and implications for the efficiency, effectiveness, and quality of education in Peru. The methods employed were a quantitative approach, correlational scope, and a non-experimental cross-sectional design. The population consisted of professors from three Peruvian universities, located in Lima. The sample consisted of 150 active professors working in virtual, in-person, and blended teaching modalities. The Zoom Exhaustion and Fatigue Scale instruments, as well as the Teaching Performance Scale, were used. A significant relationship was found between digital fatigue and the use of virtual resources in university teaching performance. Organization and planning did not reveal any association with teaching performance. The ordinal logistic regression model was statistically significant; however, teaching performance and gender were not significant predictors, while age did show a significant relationship, decreasing the likelihood of digital fatigue. It was concluded that digital fatigue impacts teaching performance, specifically the use of digital resources. © 2025, Universidad del Zulia. All rights reserved.

Employability has been a key area of interest for researchers, especially as China faces increasing pressure in the labor market due to shifting supply and demand dynamics. Despite a steady increase in the number of graduates over the past five years, employment rates have declined, and the rates of slow employment, a slower state of employment, which usually manifests itself in graduates failing to find a job for a long time after graduation or choosing to delay employment, have been rising. Graduates’ self-confidence in their employability is one of the most critical indicators of successful employment. Given the rapid digitization in higher education and employment preparation, artificial intelligence (AI) technologies, such as AI mock interviews, have gained increasing attention. Previous researches have shown that innovations, such as digitalization, asynchronous methods, and AI mock interviews, are beneficial for career preparation. However, empirical studies on the application of AI mock interviews in China remains limited. This study aims to investigate the impact of AI mock interviews in improving graduate perceived employability and short-term employability performance through a quasi-experimental design. A total of 42 participants were selected via convenience sampling for the experiment conducted in Hangzhou, Zhejiang, China. The findings suggest that AI mock interviews can improve graduate perceived employability and its dimensions except reconsideration of commitment, and also effectively optimize graduates’ employability performance in real interview scenarios. This research provides new insights for higher education institutions focusing on improving career planning strategies and offers a practical foundation for enhancing graduates’ self-assessment of their perceived employability in a more competitive labor market. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

The Programme for International Student Assessment (PISA), a global benchmark for science education, reported stagnation in student achievement worldwide. While some Asian nations excel, their emphasis on cognitive achievement puts high emotional pressure on students. This study investigated the progression of meta-affective skills in science education across the junior high school years by comparing students in the 7th and 9th grades from two cities in West Java, Indonesia. The research employed a developmental study methodology using a cross-sectional design. Two hundred participants were involved, evenly divided between the two grades. Meta-affective traits were assessed using the Meta-Affective Traits for Science Young Learners (MATSYL) questionnaire, comprising 26 statements rated on a five-point Likert scale, measuring two leading indicators: awareness of affect and regulation of affect. Data analysis employed the Independent Samples T-Test, Percentage Change, and Annual Growth Rate. Results revealed significant differences between 7th and 9th grade students across four sub-indicators: awareness of positive affect, awareness of negative affect, expression of positive affect, and expression of negative affect. The 9th-grade students consistently exhibited higher mean scores in all four sub-indicators than their 7th-grade counterparts. These findings suggest a progression in meta-affective growth as students advance through junior high school, particularly in their ability to recognize and express positive and negative emotions in science learning contexts. However, the two groups are not different in expressing and regulating negative affect. This development study provides valuable insights into students' affective development trajectory in science education throughout the junior high school years, thereby enhancing our understanding of meta-affective growth in academic settings. © 2025

This research aims to explore the characteristics of practice-oriented training within universities and identify the psychological and pedagogical factors that influence the development of professional competencies in future specialists. A comprehensive combination of content analysis of training conditions for future professionals in higher education and an analytical review of the formation of professional competencies among teacher-psychologists in the context of educational system modernization were applied. The conclusions highlight the challenges of implementing practice-oriented training in Kazakhstan’s higher education system, detailing its forms and methods in preparing competitive and competent specialists. Additionally, the study addresses strategies for effectively organizing pedagogical conditions that foster the development of core competencies in future professionals within social and psychological fields. The findings are critical for educators educating future teacher-psychologists, as they emphasize practice-oriented methods during educational modernization. © 2025, Institute of Advanced Engineering and Science. All rights reserved.