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"learning"

An information system that facilitates the search for first jobs and internships by students of higher education institutions has been developed in the form of a web application. The corresponding platform, among other things, ensures interaction between students, employers, internship supervisors from the educational institution and a person authorised to sign on behalf of the higher education institution. The paper describes the architecture of the system, its functionality, and analyses of similar platforms. Particular attention is paid to the issue of automating the process of selecting a practice base. The development is an example of the introduction of information technology into the educational process and can be adapted for other educational institutions. © 2025 IEEE.

In connection with Russia’s withdrawal from the Bologna Process, approaches to the organization of domestic higher education are being revised. But this mainly concerns the issue of level-based education. At the same time, Russia’s entry into the Bologna Process has led to changes not only in the levels of higher education, but also in some of its other aspects. One of these aspects is the competency-based approach to learning. This article examines the question of whether it is subject to revision in connection with a possible future reorganization of higher education in Russia. To answer this question, the authors assess the current state of the competency-based approach to learning in higher education in Russia. This assessment is determined on the basis of a study of the current level of interpretation of the essence of the competency-based approach and related concepts in scientific and regulatory literature, the degree of development of competency systems used in Russian universities, the current state of the criteria used to assess the formation of competencies, as well as the perception of the competency-based approach by students and university teachers. As a result of the conducted research, both positive and problematic aspects of the application of the competence-based approach to training in higher education in Russia at the current stage of its development are identified and systematized. The article substantiates and brings up for discussion three possible scenarios for the future use of the competence-based approach in the process of further development of higher education in Russia. The opinion on the most appropriate and probable of these scenarios is argued. Recommendations for the implementation of this scenario are substantiated. This article may be of interest to the organization of higher education in universities, as well as to developers of higher education standards. © Дружиловская Т.Ю., Дружиловская Э.С., 2025. This work is licensed under a Creative Commons Attribution 4.0 License.

As graduating students transition into the professional world, they often find that their college education did not teach them the skills businesses demand. This disconnect between the skills learned during college and the skills needed to succeed within the workforce has led to increasing levels of unemployment and underemployment. Implementing entrepreneurial education in colleges could resolve many of the skill deficiencies both at the undergraduate and graduate levels. By training students entrepreneurial skills, colleges empower these students to think beyond conventional boundaries and develop productive economic activities. This paper reviews the positive impacts of entrepreneurial education in shaping the next generation of workers while also delving into theoretical frameworks, such as human capital and social cognitive theories, to understand the reasoning behind the success of entrepreneurial education. This research further addresses the steps and requirements for a successful implementation, the role of technology in the implementation process, and possible challenges faced which might impede on effective implementation. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

—This paper presents the teaching of an educational innovation and digital technology course using project-based learning in an online learning environment. The objective of this research was to examine the efficiency of teaching using project-based learning in an educational innovation and digital technology course. A total of 470 students in a graduate diploma program in teaching at the Faculty of Industrial Education, Rajamangala University of Technology, Phra Nakhon, Bangkok, Thailand, participated in this study. A mixed methods design was used to collect data from the students. Data from the students’ projects, questionnaires, and grades were analysed. The results indicate that project-based learning is an effective teaching method in an online learning environment. © 2025 by the authors.

In recent years, there has been a growing emphasis on the application of project-based learning and differentiated instruction within educational environments, as educators increasingly acknowledge their significance in motivating students and creating more interactive learning experiences. This study aims to explore the perspectives of art teachers on the effectiveness of combining differentiated instruction with project-based learning to support students’ understanding in art. Using a sequential mixed-methods design, data were collected through a questionnaire completed by 190 art teachers, followed by a group discussion involving eight selected participants. The findings reveal that art educators view project-based learning as a valuable teaching approach that promotes greater student involvement, strengthens social interaction in the classroom, encourages cultural appreciation, and supports the practical application of differentiated instruction strategies. These results have broader implications in areas such as teacher training, academic leadership, curriculum development, and educational policy. Additionally, the insights derived from this study may have relevance beyond art education, offering meaningful contributions to other academic disciplines. The findings also serve as a useful reference for researchers and educators pursuing deeper explorations into the integration of project-based learning and differentiated instruction in both art education and wider pedagogical contexts. © 2025, Universidade Estadual de Maringa. All rights reserved.

Background/purpose. The contemporary educational landscape, shaped by technological advancements, demands that pre-service teachers cultivate creative thinking to design engaging learning experiences. This study addresses this need by investigating the efficacy of a pedagogical model that integrates Project-Based learning (PjBL) and e-modules. The research specifically evaluated the model's impact on four key dimensions of creative thinking: fluency, flexibility, elaboration, and originality. Materials/methods. This study utilized a mixed-methods convergent parallel design involving a cohort of 45 pre-service physics teachers at a public university in Indonesia. Data were collected concurrently using: (1) pre- and post-tests to measure creative thinking skills; (2) direct observation of the learning process; (3) rubric-based analysis of student-produced projects (videos, websites, games, and posters); and (4) feedback from student and lecturer questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis; both were integrated for a comprehensive understanding. Results. The results indicate a statistically significant improvement across all four dimensions of creative thinking post-intervention (p < 0.05). While fluency demonstrated the most substantial gain, elaboration showed the least pronounced, yet still positive, development. Qualitative analysis further revealed that the PjBL framework successfully fostered collaboration, communication, and critical thinking skills, with high-quality project outcomes and positive perceptions from both students and the lecturer. Conclusion. This study concludes that the synergistic integration of PjBL and e-modules offers a robust framework for enhancing the creative thinking skills of pre-service physics teachers. The model provides an authentic learning environment that not only cultivates creative competencies but also prepares future educators for the technological demands of the modern classroom. These findings advocate for the adoption of similar integrated pedagogical approaches in teacher education programs. Future research should investigate the long-term retention of these skills and the model's adaptability across different disciplinary contexts. © The Author(s), 2025.

This investigation examines the structural misalignment between the outcomes of economics instruction and the capabilities sought within the labour market, drawing upon a continuous dataset that tracks business graduates across a five-year span. Although the university is recognised for its robust academic standing, a noticeable drop in employment uptake among economics graduates indicates a disconnect between the competencies embedded within the curriculum and the proficiencies organisations expect. Adopting a longitudinal approach, the analysis synthesises graduate-level academic and employment information with labour market indicators obtained from regional recruitment advertisements and employer-based surveys. Competency mapping, indices designed to assess skill congruence, and regression analyses are utilised to measure the extent to which educational outputs correspond with workplace expectations. The outcomes demonstrate pronounced deficiencies in core capabilities including analytical handling of data, critical problem-solving, and effective communication, all of which are instrumental for occupational achievement. Responses from employers reinforce these observations, offering further clarity regarding skill areas insufficiently represented in current instructional frameworks. The inquiry ends by proposing targeted curricular refinements such as embedding applied learning components, fostering industry-focused project work, and widening collaboration with employers, with the objective of enhancing graduate readiness for the continuously shifting labour market landscape. © 2025, Social Sciences Research Society. All rights reserved.

This paper firstly analyzes the limitations of current operations research teaching, including over-reliance on mathematical derivation, disconnection between cases and practical problems, and weak practical ability of students. On this basis, it is proposed to integrate AI optimization methods such as machine learning, genetic algorithm and deep reinforcement learning into the curriculum system, and improve students’ optimization decision-making ability and innovative thinking through intelligent computing tools, dynamic case generation and adaptive learning platforms. In the teaching practice part, two typical cases are designed: (1) Intelligent logistics path optimization, combining traditional operations research model and AI algorithm to solve the real distribution problem; (2) Deep learning-driven supply chain forecasting, which cultivates students’ interdisciplinary application ability through project-based learning. In addition, the research proposes an innovative path combining heuristic teaching and AI technology, emphasizing problem guidance and algorithm correlation to help students systematically master knowledge. The research results show that the introduction of AI technology significantly improves the practicality and cutting-edge of operations research teaching. On the one hand, the intelligent algorithm simplifies the complex calculation process, making students more focused on model construction and decision analysis; On the other hand, dynamic cases and personalized learning enhance student engagement and problem-solving skills. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This research aims to evaluate the impact of using Voice Control Recognition (VCR)-based sound technology in visual literacy learning for students. This study used a non-equivalent pre-test post-test research design with two groups: an experimental group that received intervention using a VCR-based E-Dictionary and a control group that did not. The statistical analysis results indicate that the experimental group demonstrated a significant improvement in visual literacy compared to the control group. This suggests that the use of sound technology can enhance students’ comprehension of visual information. This research has important implications for developing effective visual literacy learning methods in the digital era. Further research ought to investigate the extensive effects of VCR technology, including its influence on additional literacy competencies such as media literacy, as well as its applicability in diverse educational and cultural settings. Future initiatives should also prioritize the development of advanced VCR technologies integrated with artificial intelligence to facilitate personalized learning, explore the long-term consequences of VCR interventions across various educational tiers, and assess cost-effectiveness and scalability to promote widespread adoption, particularly in underfunded or rural educational institutions. Furthermore, interdisciplinary research that amalgamates VCR with other technologies, such as augmented reality (AR) and virtual reality (VR), has the potential to significantly enhance literacy education, thereby equipping students with the essential skills required to navigate the intricacies of the digital era. © IJASEIT is licensed under a Creative Commons Attribution-Share Alike 4.0 International Licens