Search Results for
"Higher education"

higher technical education plays a strategic role in equipping the workforce to navigate rapid technological advancements and evolving labor market demands. Within the Rome Technopole framework, Spoke 4 targets ITS Academies, promoting the development of flexible, modular programs that integrate advanced technical skills with ethical, legal, and societal perspectives. This study reports on a pilot training initiative on Artificial Intelligence (AI) co-designed by the Istituto Superiore di Sanità (ISS), aimed at exploring the ethical, practical, and educational relevance of AI in higher technical education. The module was developed and tested through a multi-stakeholder collaboration involving educators, institutional actors, and learners. A four-phase approach was adopted: (1) initial stakeholder consultation to identify needs and content directions, (2) collaborative design of the training module, (3) online delivery and engagement using a CAWI-based focus group, and (4) mixed-method evaluation, combining quantitative assessments and open-ended qualitative feedback. This design facilitated asynchronous participation and encouraged critical reflection on the real-world implications of AI. Through the four-phase approach, the pilot module was developed, delivered, and assessed with 37 participants. Quantitative analysis revealed high ratings for clarity, relevance, and perceived utility in terms of employability. Qualitative feedback highlighted the interdisciplinary design, the integration of ethical reasoning, and the module’s broad applicability across sectors—particularly Healthcare and Industry. Participants suggested including more real-world case studies and collaborative learning activities to enhance engagement. The findings support the feasibility and added value of embedding ethically informed, interdisciplinary AI education in professional technical training pathways. Developed within the Rome Technopole ecosystem, the pilot module offers a promising approach to fostering critical digital literacy and preparing learners for responsible engagement with emerging technologies. © 2025 by the authors.

The benefits of work-integrated learning (WIL) in higher education are well documented. Conversely, the assessment thereof, across disciplines, remains challenging. WIL is embedded in the environmental health (EH) degree at a University of Technology (UoT) in South Africa (SA), with similar challenges. The absence of explicit competency indicators and associated assessment criteria in the current curriculum necessitates an understanding of the full range of professional competencies necessary for achieving environmental health goals. Concomitantly, research relating to EH WIL and its assessment in EH programmes are sparse. The aim of this study is to present a holistic assessment framework for competencies developed due to WIL. Using a qualitative design, data collection occurred through in-depth interviews, document analysis and focus group discussions. Data analysis was guided by the Legitimation Code Theory’s (LCT) Specialization dimension. The results foregrounds competencies beyond mere knowledge integration and technical skill development in WIL. It is thus recommended that current assessment be altered to adopt holistic assessment of EH WIL and include the full range of professional competencies essential for EH practice success. Further research may explore where additional opportunities exist for authentic assessment of the foregrounded competencies, throughout the programme, additional to the WIL assessments. © 2025 by the authors.

In order to address environmental challenges, higher education is required to promote competencies that support sustainable entrepreneurship. This study analyzes the relationship between green skills and sustainable entrepreneurial intentions among business students in Mexico. A quantitative, cross-sectional, and explanatory design was applied with a sample of 766 students from two higher education institutions in Hidalgo. Data were examined through partial least squares structural equation modeling (PLS-SEM). The results confirm positive and significant relationships between green skills and sustainable entrepreneurial intentions, progressing through four stages: green knowledge, mastery of green skills, use of green skills, and green skill development. The model reveals that 44.50% of green entrepreneurial intention is associated with green skills, indicating that students with stronger green competencies are more likely to pursue sustainable ventures. This study contributes to the literature by addressing a gap in the Latin American context and provides implications for educational institutions and policymakers to strengthen sustainability-oriented entrepreneurship. © 2025 by the authors.

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University graduates are expected to become agents of change and enhance positive transformation in knowledge, skills, behavior, and character. In this context, the individuals must work in line with their competencies, interests, and talents. This research aimed to design an internship learning model that enhances graduates’ work readiness, specifically in terms of mental health, independence, and efficiency, by developing knowledge, skills, attitudes, and positive character traits. A Research and Development method was adopted using experimental, observational, interview, and assessment methods. The trial was conducted on a sample of 200 students from the Vocational School of Universitas Muhammadiyah Surakarta [UMS]. Meanwhile, the internship learning model was implemented using 100 students each in an experimental and control group. The results showed that the internship model: industry and technopreneurship consisting of three stages, namely pre-immersion, immersion, and post-immersion, was valid and reliable in equipping graduates with the mental resilience and independence skills required to be effective in the workplace. The hypothesis that internship model in industry and technopreneurship could improve students’ knowledge, skills, and practical behavior toward a progressive transformation to meet the challenges of Society 5.0 was confirmed. As a recommendation, a model should be adopted to cultivate graduates capable of addressing societal challenges and social issues arising from technological integration, while preparing for greater professional responsibilities in the future. © The Authors.

Purpose: This study examined factors contributing to higher failure rates in theoretical versus practical courses among Technical University (TU) fashion students in Ghana, focusing on students’ perspectives on teaching methodologies and challenges in theory-practice integration. Design/Methodology/Approach: A cross-sectional survey employing quantitative methods collected data from 290 fashion students across five Ghanaian Technical Universities using a structured questionnaire (Cronbach’s alpha = 0.863). Statistical analyses included descriptive statistics, multivariate correlation, and Exploratory Factor Analysis. Findings: Results revealed significant disparities in student engagement between theoretical and practical courses. Students demonstrated stronger motivation for practical courses (M=3.88) and found them more effective for showcasing creativity (M=3.96) compared to theoretical courses, which are perceived as abstract (M=3.51). Key factors contributing to theoretical failures included insufficient real-world application, resource allocation disparities favouring practical training, inadequate assessment techniques, and challenges with self-directed learning (M=3.76). Despite recognising practical pedagogical elements (M=3.85), students identified systemic gaps in theory-practice integration and in perceptions of career relevance. Research Limitation: The study was limited to five Ghanaian Technical Universities and focused solely on quantitative student perspectives. Practical Implication: The findings provide evidence-based recommendations for curriculum developers and policymakers to reform theoretical instruction. This can be achieved through real-world case integration, equitable resource allocation, student-centred pedagogies, and enhanced industry collaboration, thereby reducing failure rates and improving graduate preparedness. Originality/Value: This study addresses critical gaps in African fashion education research by providing empirical evidence on the challenges of theory-practice integration from the student perspective. It reveals systemic issues in the implementation of competency-based curricula unique to Ghana’s technical education context. © African Journal of Applied Research Arca Academic Publisher.

The changing landscape of the teaching and learning environment presents academicians with many new challenges and stressors. Among these stressors, cyberbullying victimisation has emerged as one of the most concerning, rapidly increasing with the proliferation of internet technologies. This trend places a psychological burden on academics and requires the implementation of effective strategies to combat and mitigate the effects of cyberbullying victimisation in higher learning institutions (HLIs). Therefore, this study aims to investigate the multidimensional impact of cyberbullying on the occupational stress of academicians in HLIs and to highlight the moderating role of perceived organisational support (POS) and the types of higher educational institutions. A total of 219 questionnaires from private and public HLIs were collected and analysed. Academicians were sent a link to a set of questionnaires to complete. Structural equation modelling was used to examine the proposed framework. Cyberbullying victimisation significantly influences occupational stress. The types of HLI significantly moderated the relationship between cyberbullying victimisation and occupational stress. The results showed that POS did not moderate the relationship between cyberbullying victimisation and occupational stress. However, POS significantly and directly reduced occupational stress. This study has several implications for theoretical and descriptive studies of cyberbullying victimisation among academicians at HLIs. © 2025 University of Malaya. All rights reserved.

This study investigates the influence of employability on employment performance among graduates of applied technology universities in Henan Province, China, through the lens of Islamic Work Ethics. Employability is conceptualized as a multidimensional construct comprising professional skills, problem-solving abilities, and teamwork competencies widely recognized by employers and educators as critical for workplace success. Guided by Islamic values such as ihsan (excellence), amanah (trustworthiness), ijtihad (intellectual effort), and shura (consultation), the study examines how these dimensions contribute to graduates' employment outcomes. Using a quantitative approach with a sample of 411 respondents, structural equation modeling results show that professional skills (β = 0.331, p < 0.001), problem-solving (β = 0.283, p < 0.001), and teamwork (β = 0.271, p < 0.001) significantly enhance employment performance. The findings highlight that while technical competence remains the strongest predictor, adaptability and collaboration also play essential roles in shaping long-term career success. From an Islamic ethical perspective, employability is not only an economic asset but also a moral responsibility to serve society with integrity, cooperation, and excellence. This study contributes to the employability literature by integrating Islamic Work Ethics into an empirical model, offering practical recommendations for higher education institutions and policymakers to align skill development with both labor market demands and ethical imperatives. © 2025 Universiti Sultan Azlan Shah. All rights reserved.

Technology integration in technical and vocational education has gained attention as educators seek innovative methods to enhance learning effectiveness. This study investigates the effectiveness of integrating Mobile Simulation-Based Learning (MSBL) with traditional hands-on laboratory instruction in enhancing students' learning performance in basic electronics. A quasi-experimental mixed-methods approach with a pretest-posttest control group design was employed, involving 40 higher education students. Learning performance was assessed using researcher-developed multiple-choice tests, while semi-structured interviews captured students’ perceptions. Results indicated significant improvement in learning outcomes for both groups; however, the experimental group showed a notably greater increase in scores (mean gain = 9.10) compared to the control group (mean gain = 6.85). This suggests that MSBL uniquely facilitates deeper conceptual understanding and practical skill acquisition due to its accessibility, interactive nature, and seamless integration with physical laboratory experiences. Students reported increased flexibility, enhanced metacognitive awareness, and a smoother transition between theoretical and practical learning environments. Practically, this study underscores the scalability and effectiveness of MSBL compared to traditional digital tools, offering institutions a more adaptable and cost-effective approach to delivering technical education. The findings recommend systematic MSBL integration into TVET curricula and specialized instructor training for optimal implementation, ultimately improving students' competency and industry readiness. © 2025, Penerbit UTHM. All rights reserved.

This study looks at Faculty perspectives to identify the strengths and weaknesses in the industry- -academia relationship via multiple sources. The goals that were set for this study were two-fold: to analyse the strengths and problems of the industry-academia relationship over 15 Brazilian tourism undergraduate degrees; and identify factors that are enabling or holding back the relationship between industry-academia. For the multiple case study with cross-sectional analysis, we developed a matrix to analyzs the tourism programmes of study for three major components: proposed authors; proposed texts; and proposed audiences. The programme coordinators were invited to participate via e-mail and the ensuing on-line interviews were recorded and analysed using ATLAS.ti. The study identifies five strengths and six weaknesses, that are presented as case themes. Then, we summarise the factors enabling or impeding a better industry-academia relationship. The findings indicate that undergraduate dissertations, the alumni network within tourism organisations, and scientific communication build a strong bond between academia and industry. On the contrary, overemphasising non-vocational education, multi-disciplinary content without industry alignment and pursuit of government posts hinder greater industry- -academia interaction. In short, this study has contributed to understanding how academia can improve their relationshops with the industry, which could narrow the gap between what is expected of students by academia via what is asked of them in the labour market. © PASOS Revista de Turismo y Patrimonio Cultural.