Search Results for
"education"

Introduction: Research on educational change consistently shows that the success of any implementation process depends on the involvement of stakeholders. The Change Laboratory (CL) is a method that involves stakeholders in co-creating their work practice. Its application in medical education has been proven to result in improvement of learning environments. The aim of this study is to explore participants' perceptions on how the use of the CL impacts their commitment to change. Methods: We conducted a qualitative study to explore participants' experiences with a CL intervention focused on redesigning a workplace-based assessment program in postgraduate medical training in Oman. Semi-structured interviews with nine participants (residents, faculty and administrators) were conducted to examine how the CL process influenced their commitment to change, focusing on learning and agency. Data collection and analysis followed an iterative process. We used a reflexive thematic analysis approach and constructed a model of how the CL intervention resulted in transformative changes at the individual, team and organization levels. Results: Participants' intrinsic motivation to actively engage in assessment re-design was driven by perceptions of a shared understanding of tensions in the assessment system and the realization that, as a group, they would be able to initiate meaningful change. Three shifts experienced by participants while progressing through the CL were identified: from individual learning to collective competence; from individual responsibility to collective agency; and, from collective agency to organizational learning, reflecting engagement in change processes beyond participants' residency training program. Conclusion: By illustrating how a CL intervention fosters transformative shifts in learning and agency, at individual, collective and organizational levels, this study extends prior work on participatory design in medical education. It provides empirical evidence that co-creation supports both personal and professional development, fostering stakeholders' competencies to collaboratively navigate and lead educational change processes. © 2025 The Author(s). Medical education published by Association for the Study of Medical education and John Wiley & Sons Ltd.

Web development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education. © IEEE. 2013 IEEE.

The interest in constructing teaching profiles that respond to the particularities of faculty and their institutional context has been increasing. This study analyzed the construction of professional profiles for university teaching between 2012 and 2023, based on the PRISMA protocol for conducting and reporting systematic reviews. The findings reveal a diversity of theoretical approaches, methodological strategies, and ways of generating proof of validity in the construction of teacher profiles, as well as the absence of a common language and systematic practices to orient this process. This paper seeks to provide further information on the principles and procedures necessary for its planning, development, and validation. © 2025 Consejo Mexicano de Investigacion Educativa. All rights reserved.

This study employs a descriptive correlational study design to examine the alignment of teaching facilities, staff qualifications and instructional practices with Ebonyi State, Nigeria's National Basic Science education Curriculum. The study includes all 583 public and private secondary schools in the state, with 30 schools selected using a non-proportionate stratified sampling technique (15 public and 15 private) among three educational zones. The instruments used to collect data are the Basic Science Core Curriculum Implementation Checklist and the Basic Science Instructional and Evaluation Procedure Schedule. Following expert assessment, the instruments' reliability was validated with high indices. Direct school visits were used to gather data for facilities and document inspections, and a standardized process was used to assess observations. The Federal Ministry of education provided descriptive statistics benchmark for the analysis. The results show that, although basic amenities such as science labs, libraries, lockers and stools are sufficiently available, there are still numerous problems, especially in overcrowded classrooms. In Basic Science education, the student–teacher ratios are extremely high, which compromises the quality of education and has a detrimental effect on student engagement and academic achievement. According to the report, teaching methods primarily rely on the Chalk Talk Approach, with limited use of other approaches, such as field trips and the Discovery Method. With little use of project-based and peer assessments, assessment processes also largely favour traditional techniques like tests and assignments. The study concludes that informed policy and practice are crucial for improving educational outcomes in Ebonyi State, highlighting the urgent need for reforms in bringing educational resources and processes into line with national standards. © 2025 British Educational Research Association.

The quality of workplace training in firms is a key factor in both apprentices’ development of skills and the prevention of dropouts in corporatist dual vocational education and training (VET) systems. This article addresses the governance practices at the micro level of VET in a French-speaking Swiss canton by examining how the legal framework for quality inspection is put into practice. Based on interviews with cantonal inspectors who control and promote quality training in firms, the article focuses on how they adapt the legal framework to their conditions of action. Due to the high workload, inspectors seldom visit firms regularly enough to address problems and conflicts at an early stage to prevent dropouts. Empowering apprentices, who are often reluctant to defend their rights and ask inspectors to intervene, is thus an important measure. Given the trainers’ lack of both qualifications and time for training, inspectors also prioritise guidance over control. Withdrawing a firm’s training licence is rarely initiated, however, as it is an arduous process and often not feasible. The article highlights the impact that actors, such as inspectors, have at the micro level of VET and how coordination with trainers and apprentices defines how a legal framework is implemented. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: vocational students often struggle to diagnose EFI systems due to the abstract nature of the concepts and limited digital skills. Conventional teaching methods fall short in fostering creativity for solving complex technical problems. This study aimed to develop and evaluate a Problem-Based Learning model integrated with Digital Literacy (PBL-DL) to enhance students’ creativity in diagnosing EFI systems. Method: using an adapted Borg and Gall development model, the study involved 176 participants, including teachers, students, and media/material experts. The research proceeded through four stages: preliminary study, design and development, user response testing, and effectiveness testing. Data collection instruments included questionnaires, expert validation checklists, and creativity observation sheets. Analyses used descriptive statistics, paired t-tests, and independent t-tests. Results: the PBL-DL model significantly improved students’ creativity in diagnosing EFI systems. Indicators such as fluency, originality, and elaboration showed statistically significant increases. The integration of digital tools also enhanced students’ access to and engagement with learning materials. The model shows potential for broader application in other complex vocational learning contexts. Conclusions: integrating digital literacy into problem-based learning strengthens students’ creative problem-solving and classroom engagement. The PBL-DL framework contributes to more effective vocational education while supporting the development of essential 21st-century skills. © 2025; Los autores.

education equips individuals with valuable skills to protect them against employment risks associated with the digital transition. As scholars debate whether vocational education and training (VET) or general education better insures against technology-induced employment risk, we ask how this type of risk, as perceived by individuals, shapes their education preferences. Our analyses, based on a survey of over 11,500 respondents across seven European countries, show that VET is regarded as a safe haven by those perceiving heightened risk. This relationship remains robust when controlling for various alternative explanations and is consistent across countries. Subgroup interactions indicate that men, high-income earners, respondents with tertiary education, and those politically on the right more strongly favor VET in response to subjective technology risk. Hence, our study suggests that VET's practical, job-oriented focus is perceived as better protection against the growing uncertainty over skill demands in the twin transition than general education. © 2025 The Author(s). Regulation & Governance published by John Wiley & Sons Australia, Ltd.

Online job advertisements (OJAs) have become a significant data source for analyzing labor market dynamics, offering insights into shifts within occupations, industry sectors, skills, and tasks. This paper investigates the cross-lingual and cultural differences in OJAs and their impact on the transferability of Natural Language Processing (NLP) methods and research scope. By analyzing OJAs from Austria, France, Germany, Italy, Spain, the UK, and the US, we point out substantial variations in document length, diversity metrics, syntactic structures, and content features such as salary information. These differences underscore the challenges in applying NLP methods universally across languages and cultures. Our findings emphasize the need for tailored approaches in NLP research and offer a starting point for developing standardized pipelines for analyzing text genres across different languages. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

The Cybergogy approach is a teaching and learning methodology that integrates technology and pedagogy to promote critical thinking skills and inventive problem-solving among Technical and Vocational education and Training (TVET) learners. This approach leverages the affordances of digital technologies such as virtual reality, simulations, and gamification to create immersive learning experiences that engage learners and promote higher-order thinking skills. The purpose of this study is to determine the relationship between the use of the cybergogy approach and the development of thinking skills and inventive problem-solving skills among the TVET learners and analyze the correlational strength between Thinking skills and Inventive Problem-Solving skills. The study used a quantitative research design, with correlational study, with 164 sample size from TVET learners. The data collected from the study analyzed using descriptive statistics, non-parametric test. The analysis explored the differences in the development of thinking skills and inventive problem-solving skills. The analysis will also examine the learners' perceptions of the effectiveness of the cybergogy approach in promoting these skills. The study findings showed that the Cybergogy approach can be an effective way to promote thinking skills among TVET learners. However, cybergogy approach not effective way to improve problem solving skills. The findings of the study could inform the development of effective teaching strategies that incorporate cybergogy to enhance the learning experience and improve the skills of TVET learners. The study could also contribute to the growing body of knowledge on the use of cybergogy in education. © 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).

Higher education institutions have had to transit toward a competency-based curriculum, which has led to constant changes and updates to their curricula. There is a need to review and analyze empirical research in competency-based training contexts, specifically regarding gender subjectivity. Scientific articles were collected from the Web of Science, Scopus, and SciELO databases under the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model. A sample of 907 articles was obtained, from which seventy research studies were finally selected based on inclusion and exclusion criteria. The results showed that most of the studies were concentrated in Spain and characterized by a descriptive quantitative method. Most of the participants were of the female gender, which left a gender gap concerning male gender subjects. The proposal of competencies and their implication in gender subjectivity was focused on the gender self-concept of the individuals, mainly on their self-esteem, self-efficiency, and authenticity, mediated by the typification and stereotypes associated with professional roles. On the other hand, the instruments used to measure competencies were focused on self-reporting and perceptions and were not situated in real or simulated contexts. Finally, the degree of knowledge was focused on understanding the potential they had to learn and do—that is, to value conceptual and procedural knowledge. © 2025 Common Ground Research Networks. All rights reserved.