Search Results for
"learning"

Modernism and postmodernism are two opposed approaches that are directly related to how each human mind sees and perceives the world and how to make it better. In the Greek educational system, in both primary and secondary education, an effort is made to general restructure the curriculum by promoting the use of new teaching methods in the educational process. Through the presentation of the two opposing perspectives the evolution of knowledge into a more complex process, which aims at learning and specialization serving the purposes and goals of a society that moves within a globalized economic environment. The study adopted a qualitative approach through document analysis. Regarding the research, the official texts-legislations from the Ministry of Education and Religions were used as the primary material to ensure the validity and reliability of the data. The documents used concerned the legislation contained in the reforms concerning the education system of Greece. The successful implementation of educational technology in schools does not depend solely on accessibility or the lack of any factor. It depends on a dynamic process that includes several interrelated factors, such as adequate support from managers, the existence of forecasting and planning of the supply chain to keep pace with new technological developments, equitable digital infrastructure of schools, acceptance the usefulness of the use of technology and the continuous information and acquisition of knowledge by teachers concerning information and communication technologies, as well as their correlation with innovative teaching methods. The flow of the study of the reforms of the Greek education system recognizes a smooth transition from the period of modernism to postmodernism, albeit with a delay compared to the rest of Europe. The continuous reforms in education have brought positive results in terms of the transformation of the public good of education into a postmodern version of it. Consistency and the need for improvement are guided by ensuring the quality of education and the preservation of the participants (students, teachers, families, and society) in it. However, it is worth noting that reform changes, which did not have substantial real changes, created an unstable environment, which hurt education itself. © 2025 by Author/s and Licensed by Modestum DOO, Serbia.

This study investigates how PBL enhances students’ critical thinking abilities as they compose narrative texts based on indigenous narratives in an English as a Foreign Language (EFL) classroom. The research conducted among 35 ninth-grade students (divided into seven groups) in a public junior high school in Bandung, Indonesia, using qualitative methods, including observation and document analysis, the study evaluates students' critical thinking through the Critical Thinking VALUE Rubric. Results indicate that PBL significantly promoted critical thinking, with students engaging in deeper reflection on cultural, ethical, and social issues in their narrative projects. High-Perceived Critical Thinking (HPCT) stories exhibited greater complexity and analysis than Low-Perceived Critical Thinking (LPCT) stories, which focused more on practical aspects. The PBL model can improve students' critical thinking skills, as evidenced by four out of seven groups falling into the High-Perceived Critical Thinking (HPCT) category. This study is significant because previous research has rarely combined culturally relevant content with structured critical thinking development in EFL contexts, creating a gap in effective instructional strategies. Therefore, it is recommended that EFL educators integrate culturally meaningful project-based tasks with explicit scaffolding to systematically nurture both critical thinking skills and language proficiency among learners. © 2025, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.

This paper will discuss e-learning training applied to the construction sector, with a specific focus on the lift industry. © 2025 The Lift and Escalator Symposium Educational Trust, The University of Northampton, The CIBSE Lifts Group, LEIA and the authors.

This study investigates the role of Artificial Intelligence (AI) in personalized learning within tertiary and higher education contexts worldwide. Guided by the PRISMA 2020 framework (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), a systematic literature review of 25 Scopus-indexed articles published between 2019 and 2024 was conducted to map publication trends, identify dominant AI technologies, and synthesize the benefits, challenges, and future directions of AI-enabled personalized learning systems. The findings reveal a rapid shift from early rule-based systems to sophisticated models that integrate machine learning, natural language processing, intelligent tutoring systems, and large language models such as ChatGPT. AI has been shown to enhance student engagement, motivation, and performance by providing adaptive learning pathways, real-time feedback, and tailored content. However, several challenges persist most notably data privacy and ethical concerns, technological infrastructure constraints, educator readiness, and limited scalability across diverse educational contexts. While AI-driven personalization improves learning effectiveness compared to traditional methods, long-term impacts and issues of equity and inclusion remain underexplored. This review highlights the need for ethical frameworks, robust teacher training, and integrating emerging multimodal AI technologies to support more inclusive, sustainable, and human-centered personalized learning ecosystems. The study provides strategic insights for researchers, educators, and policymakers to guide future deployment of AI in education. © 2025 The Authors.

Purpose The review highlights how the behaviour of the COVID-19 problem has led to the involvement, of teaching and management students, over online learning platform. The evolution from traditional temporal and attitudinal learning methodologies, which needed a direct contact between students and tutors, to online learning models has transformed the landscape of educational platforms, mainly in management education. Constructed on the Social Cognitive Theory and the Online learning frameworks, the study explores the influence of methods for students towards online classes, interactions, and criticism on MBA students’ attitudes and performance. The study identified to identify challenges digital ecosystem, the queries of how to improve digital preparedness, and issues with online evaluations. It also scrutinizes students’ participation through the conception of a digital identity and evaluates the effectiveness of online teaching methods. Design/Methodology Purposive sampling was done and the students were specifically post-Covid-19 students. For this purpose, the necessary data were gathered from B-Schools of Kolkata, India and was done with the help of a structured questionnaire. The data collection involving 341 MBA students, both male and female, from a variety of age group, income categories, and backgrounds was chosen. Findings From the study, five factors that were identified ‘Student Performance’, ‘Effectiveness and Good Performance’, ‘Accessibility’, ‘Impact’, and ‘Expertise’. The factors accessibility and the expertise had a major influence in the Student Performance, with institutional role, technology platform with 24 × 7365 support, user interface design helping to aid online pedagogy process, to meet the teacher-student expectation from the digital shift in teaching. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

In South Africa, the term transformation covers various aspects of change in society, including inter alia race, gender, religion, and socio-economic change. The rest of the world uses the DEI (Diversity, Equity, and Inclusion) terminology to address these matters of change. The paper unpacks aspects of diversity and inclusion in the tourism sector in South Africa and interrogate lessons for higher education institutions (HEIs) in preparing employable graduates for an ever-changing sector. There is a growing focus on the employability of graduates and the role that HEIs must play in this regard. The paper further explores whether the development of soft skills should include aspects of DEI training. Arguably, it remains unclear who is ultimately responsible for the employability of graduates but a collaborative approach between HEIs and industry could result in improved talent development and selection for the tourism sector. Key conclusions in the paper are that the challenges for HEIs in South Africa will include having a better understanding of the aspirations of their students; ensuring that teaching practices are agile to new learning styles; that the curriculum content is updated to reflect DEI matters; and that industry experiences and exposure remain core to the learning process. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Interprofessional healthcare requires interprofessional learning (IPL) starting during academic education. The aim of this study is to examine the implementation of IPL in the modules "Topical Workshop (TW) for Orthopaedic Rehabilitation" and "TW for Paediatrics and Child and Adolescent Psychosomatics" at the Universität zu Lübeck (UzL) from the perspective of students in occupational therapy, speech therapy, and physiotherapy. Methods: This qualitative study was conducted in two phases. In phase 1, qualitative data was collected and analysed using Kuckartz's method of content-structuring qualitative content analysis. Building on this, two focus group interviews were conducted in phase 2 and analysed using the same method. The data was integrated using a triangulation approach. A final member reflection was carried out. Results: The analysis of five interviews, five written pre-understandings, the central evaluation, and two focus group interviews shows: Joint learning of new content, understanding of profession-specific content, and the acquisition of interprofessional skills are at the core of IPL. In the modules, the various professions were involved to different extents, approaches to interprofessional collaboration (IPC) were demonstrated, and practical relevance was established. Facilitating factors such as practical content and group work were contrasted by challenges such as a lack of exchange and unsuitable tasks. The perceived learning gains resulted in wishes and ideas for shaping future TWs. Conclusion: Both facilitating and inhibiting factors for IPL were identified. These lead to approaches for further developing the modules, which can be applied to similar academic contexts.; Hintergrund: Eine interprofessionelle Gesundheitsversorgung bedarf des interprofessionellen Lernens (ipL) bereits im Studium. Ziel der Studie ist es, die Umsetzung des ipL in den Modulen „Profilwerkstatt (PW) für orthopädische Rehabilitation“ sowie „PW für Pädiatrie und Kinder- und Jugend-Psychosomatik“ an der Universität zu Lübeck aus Sicht von Studierenden der Ergotherapie, Logopädie und Physiotherapie zu untersuchen. Methodik: Die qualitative Studie erfolgte in zwei Phasen. In Phase 1 wurden qualitative Daten erhoben und mittels inhaltlich strukturierender qualitativer Inhaltsanalyse nach Kuckartz ausgewertet. Aufbauend wurden in Phase 2 zwei Fokusgruppeninterviews geführt und nach demselben Verfahren analysiert. Die Daten wurden mittels der Vorgehensweise der Triangulation miteinander verknüpft. Abschließend erfolgte eine Member Reflection. Ergebnisse: Die Analyse von fünf Interviews, fünf schriftlich festgehaltenen Vorannahmen, der zentralen Evaluation und zwei Fokusgruppeninterviews zeigt: Gemeinsames Erlernen neuer Inhalte, Verständnis für professionsspezifische Inhalte und der Erwerb interprofessioneller Fähigkeiten stehen im Zentrum des ipL. In den Modulen wurden Professionen unterschiedlich stark einbezogen, Ansätze zur Zusammenarbeit der Professionen aufgezeigt und Praxisbezüge geschaffen. Förderliche Faktoren wie praktische Inhalte und Gruppenarbeiten standen Herausforderungen wie fehlendem Austausch und ungeeignete Aufgaben gegenüber. Der wahrgenommene Lernzuwachs resultiert in Wünschen und Ideen für die Gestaltung zukünftiger PW. Schlussfolgerung: Es wurden fördernde und hemmende Bedingungen für ipL identifiziert. Daraus ergeben sich Ansätze zur Weiterentwicklung der Module, die auf vergleichbare hochschulische Kontexte übertragbar sind. © © 2025 Jacob et al.

To address the shortcomings of traditional vocational education in terms of practical engagement and interactivity, this study focuses on the course raw material preparation and cement production. An innovative instructional model was designed and implemented, integrating virtual simulation, immersive virtual reality (VR) experiences, and a smart learning platform. Built around a four-stage process–train-learn-compete-evaluate–the model emphasizes task-driven learning and competency-based development. The platform records students’ operational behavior in real time, enabling full-process, visualized, and data-driven teaching management and precise performance assessment. Teaching practices have shown that this model significantly improves students’ hands-on skills, learning initiative, and professional competence, while enhancing instructors’ ability to deliver targeted feedback in a timely manner. The results provide a replicable and scalable instructional framework for advancing curriculum reform in vocational education under the smart education paradigm. © 2025 by the authors; licensee Modestum.

Entrepreneurship education is increasingly recognized as an essential element in shaping the entrepreneurial mind-set of university students. This study examines the relationship between entrepreneurship education, entrepreneurial self-efficacy (ESE), and entrepreneurial intention (EI) among university students in Zhejiang Province, China. Grounded in Social Cognitive Theory, it explores how personal beliefs, shaped by education and experience, influence entrepreneurial behavior. It also investigates how demographic factors such as gender, grade level, school type, and entrepreneurial experience affect students’ entrepreneurial outcomes. A quantitative approach was adopted, surveying 482 students from various universities. Data were collected through a structured questionnaire and analyzed using SPSS. Statistically significant differences were observed by grade level and entrepreneurial experience. Senior students reported higher EI (M = 3.85) and ESE (M = 3.81) compared to freshmen (EI M = 3.42; ESE M = 3.67; p < 0.001). Similarly, students with prior entrepreneurial experience scored significantly higher in opportunity recognition (M = 3.98) than those without (M = 3.52; p < 0.001). The study suggests tailoring entrepreneurship education by academic level and experience, emphasizing practical, experiential learning. © 2025 FahrenHouse. All rights reserved.

I begin this chapter by explaining that, in India, the traditional midwives, also known as dais, have played indispensable roles in assisting with childbirths historically. I continue by noting that these roles involved helping the mother to deliver her baby, cutting the umbilical cord, and cleaning up after the birth, which also included disposing the placenta. However, amid India’s quest for modernization and for the biomedicalization of childbirths, traditional midwives and midwifery traditions have been marginalized and almost decimated. During the last decade, the emergence and visibility of birth professionals such as professional midwives, doulas, childbirth educators, and lactation consultants have increased, but these professionals have not yet been supported by the State. The birth centers, which, in India, are often owned and run by professional midwives, support non-invasive natural births. The professional midwives claim that in natural delivery, the knowledge and instincts of the woman’s body are of primary importance, thereby making birth a liberating experience for those Indian women who choose to give birth in these natural birth centers.In this chapter, I describe and discuss the parallels and contrasts between India’s traditional and emerging professional midwifery practices. I reflect on the policies and programs that both obstruct and facilitate midwifery care during childbirths in India. Rooted within the context of traditional midwifery, I explore the emergence of midwifery model of care in India, which emphasizes a return to supporting the physiological processes of birth. I also provide a comprehensive understanding of midwifery in India by tracing the recent shifts in childbirth and midwifery practices. Additionally, I map historical Indian childbirth practices to highlight key elements of the developmental changes and the emerging trends in Indian midwifery. I also examine the dissemination of knowledge within traditional Indian midwifery and compare this traditional knowledge to that of professional midwives and other birth professionals who prioritize apprenticeship learning over obtaing an official certification. Furthermore, I delve deeply into the social stratification and the dynamics between traditional and professional midwifery, offering insights into how these roles have evolved in contemporary India. © 2026 selection and editorial matter, Edited by Robbie Davis-Floyd, Betty-Anne and Inayat Ali; individual chapters, the contributors.