Search Results for
"learning"

The institutional framework and major transformations in the Greek Adult learning System (ALS) over the past 40 years have been primarily shaped by factors external to domestic priorities. Moreover, the ad hoc approach to education policy makes the system vulnerable to external shocks and susceptible to political influences. This chapter employs historical institutionalism to analyse Greece's ALS from the 1990s to the present. ALS in Greece has developed through a unique historical progression, gradual institutional changes, and conflicts regarding power and resources during its formation and key periods. In the 1990s, European Union policies significantly affected Greek adult education and training policy. The adult education and training sector gained political importance and expanded educational opportunities. Nonetheless, the global economic crisis in 2008 resulted in power transitions and political tensions that facilitated the role of foreign entities as reform-orientated agents, prompting swift institutional changes and disruptions in various policy areas, including ALS. The lack of a coherent strategy, overlapping responsibilities and an absence of an adult learning culture pose substantial challenges for the development of the Greek ALS and its effectiveness. © The Editors and Contributing Authors Severally 2025.

In K-12 education, scientific literacy helps students understand natural phenomena and develop critical thinking for future challenges. STEM education integrates science, technology, engineering, and mathematics to promote interdisciplinary learning. However, current STEM practices often lack feedback mechanisms, overlook productive failure, and ignore misconceptions. Error correction is a potential teaching method that focuses on students’ errors in learning, and can facilitate the change of misconceptions. This study proposed an error correction strategy-based STEM model (ECS-STEM model) and explored its effects on students’ learning motivation, STEM project outcomes, and cognitive network structures. Seventy primary school students aged 11 to 12 participated in the study, of whom 33 were in the experimental group, which utilized the ECS-STEM model, while 37 were in the control group, which followed the traditional STEM (T-STEM) model. The results showed that students using the ECS-STEM model performed better than those using the T-STEM model in terms of STEM project outcomes and learning motivation. In addition, epistemic network analysis showed that the ECS-STEM model promoted students’ reflection on experimental operations and principles, enabling them to question erroneous operations or concepts. Therefore, this study provides valuable insights and guidance for future exploration of effective STEM teaching and science education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This paper examines the earnings and job satisfaction of Vocational Education and Training (VET) graduates in the European Union (EU) using two definitions of vocational education: a self-reported definition and a more specific definition that incorporates work-based learning. The incidence of third-level VET falls from 73% to 32% under the stricter definition. Across the EU, the returns to vocational and academic qualifications are comparable for upper secondary, post-secondary and tertiary qualifications. Earnings premia vary between countries, with VET generating higher returns in just under one-third of all EU-28 members. Additionally, third level VET graduates enjoy higher levels of job satisfaction. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

With contextualization of human capital theories, and investment in human capital, this study examined the mediator role of cooperative training in the relationship between training materials and graduates' employability in vocational education with the use of a mixed-method research design. With questionnaire and interview instruments, 148 trainer-participants and 15 Key Informants participated from four Polytechnic Colleges in Addis Ababa. Data was analyzed using descriptive and inferential statistics and thematic analysis. The results showed that the training environment in the Polytechnic Colleges was not equipped with the necessary training materials. Both training materials and cooperative training have a positive relationship with graduates' employability. Moreover, the findings indicated that significant positive effect of cooperative training on the direct influence of training materials on graduates' employability. The findings have significant implications for vocational providers, policy makers, and employers' insights into maximizing return on investment in vocational education. © 2025 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

The transition from technical and vocational education and training to higher education is particularly challenging for apprenticeship graduates. These challenges are not only bureaucratic or logistical but also reflect deeper systemic inequalities. In many countries, apprenticeship routes at the upper secondary level are disproportionately chosen by disadvantaged groups in relation to class, gender, and/or race. As a result, the limited, time‐consuming, and inconsistently regulated progression pathways in place contribute to the reproduction of social inequality. This article examines how such structural barriers are embedded in three national apprenticeship models in England, Germany, and Norway, where access to apprenticeship qualifications is primarily mediated by the labour market. In England, higher‐level apprenticeship routes combine company‐based learning with part‐time participation in institutional education. In Germany, the parallel or “dual” model integrates school‐based and company‐based training, while Norway’s sequential model structures apprenticeships as successive phases in schools and workplaces. In comparing these models, we conclude that despite differences across transition routes and claims to improve permeability, the divide between vocational and academic education persists across all three systems, thereby reinforcing rather than reducing systemic inequality. © 2025 by the author(s).

Objective: Data from a longitudinal study were used to examine health changes among students in health profession disciplines. Methods: In the summer semesters of 2021 and 2022 a baseline survey (T0) was conducted among students in health-related professions at a university in Germany. Participation in the online survey was voluntary and took place during the period of remote learning. The follow-up survey (T2) was conducted at the end of the degree program in the summer semesters of 2023 and 2024. In addition to sociodemographic data, health-related features were assessed using selected indicators: self-rated health status, height and weight, diseases, self-rated mental well-being, physical activity, tobacco and alcohol consumption, dietary habits and health literacy. To analyze changes between T0 and T2, the McNemar test, Fisher’s exact test, Wilcoxon test and Student’s t‑tests for paired samples were applied. Results: Complete longitudinal data were available for 33 students, corresponding to a follow-up rate of 33.7%. Over the course of the study program, a significant increase in the proportion of students classified as overweight or obese was observed. Dietary patterns also significantly deteriorated and a higher frequency of medical diagnoses was reported. In contrast, self-rated health remained largely stable. Conclusion: The university phase represents a critical period in the development of health-related behavior. Over the course of the study program, significant changes were observed in key health indicators. Despite these developments, self-rated health remained largely stable, suggesting a potential discrepancy between the objective health status and individual perception. These findings highlight the need for targeted health promotion strategies as well as for structural support systems within higher education institutions and future workplaces. © The Author(s) 2025.

This study explores the design and evaluation of a pedagogical agent persona (PAP) to enhance project-based learning (PBL) in Ghanaian senior high schools. Using a design-based research approach, a multimodal human-like PAP was developed and tested with 15 students and two teachers. Data from interviews, observations and usability scales revealed high learner engagement and satisfaction, with the Learner Attenuated System Paced model scoring highest (SUS = 92). Findings suggest that a PAP can support instructional equity, autonomy, and engagement in large-class settings. The study offers practical insights for scalable learner-centred technology integration in under-resourced educational contexts. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial 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 explore the challenges faced by special education teachers in implementing the Transition-to-Career Programme (TCP). A case study involving districts from the states of Perak and Selangor was applied as part of the Integrated Special Education Programme (ISEP). The data collected were interviews with seven special education teachers using purposive sampling techniques. The data were analysed thematically and four themes were identified: (1) teacher knowledge and skills; (2) teachers’ attitudes and motivation; (3) provision of infrastructure and learning environment; and (4) support from schools, parents, and community. The roles of teachers, students, parents, schools, socioeconomic status, and forms of support are found to be the main challenges in implementing the programme. These factors play a crucial role in determining the success of the Career Transition Programme (CTP) in special education at the school. The main findings of this study indicate that the readiness in terms of knowledge, skills, and attitudes that teachers, students, and family members require are key aspects that support the school, along with cooperation from various parties to provide support aligned with the students’ needs. This study also shows that the ecological system influences the development and readiness of special education needs students (SENS), including their future careers. © Penerbit Universiti Sains Malaysia, 2025.

This chapter presents a case study research project conducted in a vocational college in Northwest China, focusing on work-integrated learning (WIL) and its impact on adult learners’ soft skill development. Using experiential learning theory, the study provides an in-depth analysis of the learners’ perspectives on their work-integrated experiences. These experiences, which included hands-on tasks and reflective observations, were closely examined to understand their role in fostering deeper learning and personal growth. The participants in their second and third years of the business courses taught in English engaged in various WIL activities, such as mentorship, business field trips, and internships. WIL is highly valued for its ability to provide students with practical industry experience and better prepare them for the workforce. However, the literature lacks sufficient evidence on how WIL contributes to developing soft skills concerning student agency and how these programs are assessed in terms of student efficacy. The findings of the study, based on three focus group interviews, highlight the positive impact, especially in business and finance areas. The exploration of vocational college students’ experiences and perceptions of soft skill development through WIL showed that many students felt better prepared for their future careers due to these experiences and expressed a desire for longer program durations. This chapter contributes to the existing literature on WIL, assessment, and its role in enhancing soft skills among adult learners. It provides valuable insights for institutions aiming to integrate soft skills effectively into WIL, thereby shaping adult learners’ professional acumen. As institutions grapple with the imperative to equip adult learners with essential soft skills, this study’s insights can contribute to the design of future WIL programs. The study also emphasizes the significance of continuous improvement and innovation in assessment methods for accurately measuring adult learners’ soft skill development. By implementing these enhanced assessment methods, institutions could optimize the integration of soft skills into WIL, shaping effective adult learning strategies in an evolving professional landscape. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

In response to the contemporary workforce’s demand for dynamic skills like critical thinking and effective communication, work-integrated learning (WIL) has emerged as a vital strategy. Washington State’s Integrated Basic Education and Skills Training (I-BEST) program pioneers integrated education and skills training, particularly for adult basic education and immigrant English language learners. It aims to expedite their progression into college-level occupational programs. This chapter synthesizes I-BEST’s key features, aligning them with andrological principles in twenty-first-century WIL. By examining various I-BEST programs across colleges and incorporating case studies and student narratives, the chapter incorporates a renewed understanding of WIL for adult learners, valuing many of these learners’ prior experiences and skills developed in their country of origin and how these translate into their new context in North America through I-BEST programs. The goal is to demonstrate the significance of lifelong learning and continuing education for experienced workers seeking to upgrade their skills and gain credentials. The chapter emphasizes integrating learners’ prior experiences and skills into program development to bridge academic learning with practical application for workplace success. It also discusses strategies to overcome challenges and tailoring I-BEST to different educational contexts. The chapter explores the potential evolution and enhancements of I-BEST modules and offers valuable insights into WIL’s current and future landscape of WIL. By addressing the dynamic needs of the global workforce, this chapter contributes to the ongoing discourse on adult education and WIL. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.