Search Results for
"learning"

This study explored one preservice teacher education program through the perspective of andragogy, a framework traditionally associated with adult learning. Conducted at a college of education in Beirut, the research is based on semi-structured interviews with 24 undergraduate student-teachers in their final year of a bachelor’s degree program. The thematic analysis revealed significant misalignments between the program’s design and andragogical principles, particularly in relation to learner autonomy, reflective practice, and intrinsic motivation. The findings underscore the necessity of reimagining teacher education not merely as a credentialing process, but as an active space for professional formation, where prospective teachers are empowered to shape their own learning paths and engage critically with the intersection of their lived experiences and academic content. To this end, the study advocates for a transformative approach that unboxes learning beyond accreditation, integrates professors with K-12 teaching experience, and fosters a culture of ongoing professional development. These recommendations not only offer pragmatic solutions for improving the program but also contribute to the broader discourse on how teacher preparation programs worldwide can evolve to cultivate reflective, self-directed professionals capable of traversing the complexities of modern educational landscapes. © 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 page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study aims to analyze the problems of the factual model of course and training management in accelerating the transformation of work competencies in the era of disruption. The research method uses R & D (Research and Development) ADDIE (analyze, design, develop, implement, evaluate) design. The prototype design of the conceptual model of management of courses and training institutions based on the Triple Helix model through networking with stakeholders from 3 elements, namely: (a) The government of the manpower office of the vocational training and productivity section, which has the authority to formulate regulations on the standardization of course and training management and employment, (b) Industries which support the improvement of the quality of the learning process through the job training, (c) The University, developing a link and matching curriculum as well as disseminating innovative Information Technology (IT)based course and training methods. The application of the Triple Helix model with the principle of synergized cooperation interactively, does not dominate and is sustainable, the managers and training institutions provide a positive attitude response to the usefulness and applicability of the course and training management guidebook in the era of disruption. © 2025 Tri Suminar et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

This study aims to examine the impact of using Programmable Logic Controller (PLC) training kits on students’ PLC programming competencies, with particular emphasis on the role these kits play in enhancing creative thinking skills. The 21st This preliminary study employed a within-subject experimental research design, specifically a factorial design, involving two groups of participants: a control group and an experimental group. The control group used simulation software, whereas the experimental group engaged with physical PLC training kits. The subjects were 238students from five universities in East Java, Indonesia, control group (116) and experimental group (124). There was a difference in students’ creative thinking between the high and low creative thinking student in PLC programming test score, on both learning media. However, there was no interaction between the kind of learning media and the level of creative thinking. Training kits did have a positive effect on outcomes of learning, and creative thinking appeared to outweigh the type of learning tools with regards to the programming ability. century is recognized as an era of continuous learning, significantly influencing the education sector, particularly in Electrical Engineering education. Graduates are now expected to become not only professional and effective vocational educators but also competent industry practitioners. The same applies here also regarding educational engineering which should address the pedagogical route to enabling creative thinking in students along with actual work tool engagements. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

Technology has innovated second language teaching by offering affordances that support and enhance learning. Simultaneously it presents challenges that may affect learners’ motivation. Understanding this is essential for enhancing foreign language teaching practices. This mixed-methods study investigates the challenges and motivation of Vietnamese high-school EFL students while engaging in speaking e-portfolios on the Padlet platform over three phases of reflection. Data were collected from 50 students at an urban public school in the Mekong River region of Vietnam over a 10-week period alongside the stages of reflection. Task goal-setting sheets, interviews, and questionnaires were employed. Results indicated that time pressure, technical difficulties, and concerns about peer assessment were their challenges. However, they sustained motivation, showing a mixed pattern in which mastery orientation prevailed performance orientation, highlighting useful implications for implementing e-portfolios in EFL classrooms. © 2025 Taylor & Francis Group, LLC.

The article considers the issue of the application of collaborative learning techniques in the process of professional training of IT specialists at higher education institutions. Based on the analysis of scientific publications, it is shown that the theoretical and applied aspects of collaborative learning are thoroughly developed. Therefore, it is necessary to adapt them to solve partial tasks of the educational process. For this purpose, we have designed a collaborative learning framework for Computer Science students training in the field of database design. The framework contains a description of stages of educational interaction between students and the teacher. The main stages of the collaborative learning framework for training in the field of database design: (1) obtaining of theoretical knowledge and formation of primary practical skills; (2) selection of the subject area; (3) conceptual database design; (4) logical database design; (5) physical database design; (6) presentation of results; (7) evaluation of results. The framework was implemented in the teaching of the bachelor course "Databases and Information Systems"at Bogdan Khmelnitsky Melitopol State Pedagogical University. 30 second-year students of the specialties Computer Science and Vocational Education (Digital Technologies) took part in the study. There were no statistically significant differences between the studied groups. At the same time, students who worked in teams gained experience in teamwork, awareness of its advantages and difficulties, and skills in peer learning, self-assessment, and peer assessment. The conducted empirical research has shown that the application of collaborative learning techniques has significant educational potential for developing IT students' abilities to teamwork. © Published under licence by IOP Publishing Ltd.

This paper examines the lived experiences of vocational education and training teachers during and post-COVID within the context of adult and lifelong learning, as many of these individuals are mature-age learners returning to education or seeking career transitions. The study explores how VET teachers navigated ethical dilemmas in decision-making while balancing professional standards, student welfare, and institutional pressures, revealing critical gaps in support systems and the impact on teaching quality within Australia’s unique competency-based VET framework. The paper uses a qualitative phenomenological approach grounded in situational ethics theory to understand teachers’ experiences of navigating unprecedented ethical challenges in their professional practice. Teachers encountered complex ethical dilemmas as they attempted to balance professional standards, student welfare, and institutional survival during unprecedented circumstances. The application of situational ethics proves particularly illuminating in understanding how teachers experienced moral distress when forced to choose between competing ethical imperativesThere are significant equity implications arising from challenges to teachers’ well-being, as well as considerable consequences for teacher retention. The research investigated experiences of a small number of Australian teacher participants; the topic merits further investigation with larger cohorts both in Australia and internationally. The research provides evidence of confronting situations that shape teacher decision-making, recognising the individually differentiated need for teacher support and development to retain teachers in the profession. The paper argues for finding ways to provide more practical training to produce more confident and industry-ready graduates. Ways to better build teacher and student readiness for uncertainties of a post-COVID future are highlighted. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study investigates the impact of student engagement practices on skill enhancement in community-centric higher education, with motivation examined as a mediating variable. Engagement is conceptualized as a multidimensional construct, including behavioural, emotional, cognitive, and experiential components, along with faculty support and peer collaboration. Data were collected from 500 students across five cities in Uttar Pradesh, India, using a structured questionnaire. Structural Equation Modeling (SEM) was employed to analyze the proposed relationships. The analysis revealed that all engagement dimensions significantly influence motivation, which in turn strongly predicts skill enhancement in students. Experiential learning and peer collaboration showed the highest direct and indirect effects on engagement. Motivation emerged as a key mediator, linking engagement to outcomes such as improved communication, leadership, and critical thinking skills. The model demonstrated strong reliability, validity, and predictive accuracy. The study offers practical implications for curriculum development, faculty training, and institutional policy by emphasizing the value of active, collaborative, and community-based learning practices. Limitations include the regional sample and cross-sectional design, indicating the need for future research using longitudinal and mixed-method approaches across broader contexts. © 2025 Econjournals. All rights reserved.

Purpose: The study investigates the applicability of Kirkpatrick's evaluation model in assessing the effectiveness of a certificate course on Integrated Nutrient Management (INM) for fertilizer dealers. The Kirkpatrick model evaluates training at four levels: reaction, learning, behaviour and results. Methodology: A sample of 300 participants (150 online, 150 offline) was selected through proportionate random sampling. Data were collected using a pretested questionnaire and analysed using Structural Equation Modelling (SEM) with SPSS AMOS v26. The findings use SEM; the study confirmed strong, statistically significant links across all four Kirkpatrick levels in evaluating INM certificate courses. This addresses a key gap in training evaluation, where the model is often used descriptively but rarely tested for causal relationships. Applying SEM in an agricultural context marks a methodological advancement and offers a scalable, validated framework. The findings provide policymakers with a reliable tool to assess training impact beyond participation. Theoretical implication: By integrating Kolb's experiential learning and Vygotsky's sociocultural theory, this study advances the theoretical understanding of how adult learners internalize and apply training. It empirically validates Kirkpatrick's hierarchy and anchors behavioural change within established adult learning theories. Practical implication: The validated SEM model helps agricultural educators identify weaknesses in training programmes, prioritize interventions, and strengthen the connection between learning and field results. It shows which components, such as learner satisfaction or knowledge gain, have the greatest influence on behaviour and outcomes, supporting evidence-based decision making to improve programs and optimize resource use. Originality/value: This study innovates by empirically validating Kirkpatrick's model in agricultural training using SEM, thereby offering a statistically generalizable framework and extending the model's application to online and offline training formats. © 2025 Wageningen University.