Search Results for
"Higher education"

Vocational higher education plays a role in preparing students to work in the industrial world. One of the efforts to prepare students for work is to equip students with the skills needed in the industrial world, mainly English. However, the English language curriculum used in vocational institutions is generally still not fully aligned with the needs of the industry; often, the Business English taught still focuses on general communication and does not focus on English for specific purposes. Therefore, aligning the business English curriculum in vocational education with industry needs is essential. Target Situation Need Analysis (TSNA) is Hutchinson and Water's need analysis model used to investigate the students' necessities, lacks, and wants concerning business English teaching. This study aims to improve the business English curriculum for accounting students to align with industry needs through TSNA. The questionnaire collects data from 255 accounting students at a vocational higher education by leveraging technology through Google Forms. The research results suggest that to prepare graduates for the global workforce and enhance their readiness, the business English curriculum for accounting students at vocational colleges needs to the need to incorporate technology-driven solutions to develop communication and writing skills that align with the professional field of accounting, especially in presenting complex financial information. © 2025 Author(s).

The transformation of higher education in the Industry 4.0 and Society 5.0 eras demands an intelligent learning model capable of dynamically aligning student competencies with the needs of the digital industry. This research develops EduLinkMatch, a web-based intelligent e-learning model integrated with a virtual laboratory using Cisco Packet Tracer in physicalmode. The core technical innovation lies in the Learning Analytics Engine, whichcontinuously collects and processes performance logs from virtual laboratory activities(e.g., configuration errors, task completion status, average completion time, and topologyvalidation results). This data is analyzed through a rule-based diagnostic mechanism andthreshold-based performance indicators, which drive an adaptive feedback module thatrecommends remedial tasks, additional simulations, or targeted resources through acompetency dashboard. This research adopts a Research and Development (R&D) approachusing the ADDIE framework, focusing on the Analysis, Design, and Development phases.System trials with 150 students in the Computer Networks course and validation by 10experts have been conducted. The results showed that all modules functioned correctlybased on Black Box Testing, the success rate of student assignments reached 92%, theaverage completion time was 24 minutes, and student satisfaction scores ranged from 4.3to 4.5 (Likert 1–5). Expert validation yielded an average Aiken V = 0.875 and Fleiss κ =0.91, indicating high interrater validity and reliability. The main contribution of this studyis the presentation of an integrated intelligent e-learning model that combines virtuallaboratories, learning analytics, and adaptive feedback in a single system, which provides atechnical blueprint for competency-based vocational learning systems in developingcountries. © 2025 The authors. This article is published by IIETA and is licensed under the CC BY 4.0 license (http://creativecommons.org/licenses/by/4.0/).

Prison has long been recognized as a racialized institution in America, where race determines myriad aspects of life—from where individuals sleep to those with whom they live, eat, and socialize during incarceration. However, there is little evidence on how to effectively remediate prisons’ deep racial divisions—a question that is imperative given that interracial animus in prisons can be both a result and a determinant of racial conflict and violence. In this study, we argue that higher education in prison has significant potential to improve racial attitudes and foster racial integration by providing a “contrasting context” for interracial interaction in the classroom within an otherwise racially segregated institution. Using administrative data on college-level course completion, an original longitudinal survey of prison college students, and in-depth qualitative interviews with prison college alumni, we show evidence of shifts in racial attitudes and self-reported behavior as students move through their college career. Our results demonstrate the potential for prison higher education to shift race-based norms and offer a framework through which to analyze prison education that prioritizes outcomes of interest beyond recidivism. © The Author(s), 2025. Published by Cambridge University Press.

The food industry plays a substantial role in the economic development of every nation. Furthermore, intention has a crucial influence on fostering the emergence of new entrepreneurs. While numerous studies have emphasised the significance of cultivating entrepreneurial intentions, there is a scarcity of research investigating the process by which culinary entrepreneurial intentions (foodpreneurial) are developed among vocational high school students. This study investigates the construction and evaluation of a framework for fostering entrepreneurial aspirations among vocational high school students specialising in culinary arts, employing the theory of planned behaviour (TPB) methodology. The participants in this sudy were vocational high school students who were asked to provide their perspectives on various aspects, including entrepreneurship education, attitudes towards the behaviour, perceived behavioural control, subjective norms, and foodpreneurial intentions. Structural equation modelling (SEM) data analysis facilitated by the SmartPLS software. This study findings indicate that vocational high school students’ intentions to engage in culinary entrepreneurship are significantly impacted by their attitudes towards the activity, their perception of behavioural control, and subjective norms. Furthermore, entrepreneurial education influences entrepreneurial intentions via the three antecedent factors of the TPB. The findings of this research carry significance for both theoretical and practical advancements concerning the process by which entrepreneurial intentions are formed among students enrolled in vocational high schools and vocational higher education. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Reflective learning is crucial in programming education, fostering critical thinking and problem-solving skills. However, traditional guided reflection often falls short in addressing individual challenges and providing personalized feedback. Recent studies exploring large language models like ChatGPT for personalized feedback have primarily focused on immediate solutions, potentially hindering the development of higher-order thinking skills (HOTS). This study investigates the efficacy of ChatGPT-generated personalized feedback reflective reports on undergraduate programming students’ self-efficacy, HOTS, and project implementation skills. Using a quasi-experimental design, 79 students in a Python programming course were divided into experimental and control groups over two semesters. The experimental group received ChatGPT-generated reports based on their error codes, while the control group engaged in traditional guided reflection. Results showed that the ChatGPT-facilitated approach significantly enhanced students’ self-efficacy in logical thinking, algorithm design, and debugging. Moreover, students demonstrated improved critical thinking and problem-solving skills. The experimental group also produced more logical, useful, and well-crafted projects, as evaluated using the Creative Product Analysis Matrix (CPAM). This research underscores the potential of AI-supported personalized feedback in enhancing reflective learning practices and HOTS development in undergraduate programming education. It offers valuable insights for educators and researchers in higher education contexts, potentially transforming how universities prepare students for the challenges of the digital age and contributing to the development of a more skilled and adaptable workforce. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

This paper examines whether pursuing Technical and Vocational education and Training (TVET) in Bangladesh leads to improved labour market outcomes compared to general education. Drawing on nationally representative data from the 2016 Household Income and Expenditure Survey (HIES), it employs logit models, ordinary least squares (OLS), and propensity score matching (PSM) to analyse employment status and hourly earnings across education streams, disaggregated by gender and educational level (secondary, higher secondary, and tertiary). The findings indicate that TVET is associated with higher employment probabilities for women at the lower levels of education, while TVET-educated men at the secondary level are less likely to be employed than their general-educated peers. In terms of earnings, TVET yields significantly higher wages at the secondary and higher secondary levels, particularly for women—challenging the widespread perception of TVET as a lower-value pathway. A key contribution of this paper lies in identifying a critical gap in national survey design: the HIES dataset does not capture the education level at which TVET is pursued, complicating direct comparisons. To address this, the paper introduces an assumption-based framework and conducts robustness checks (PSM) to validate results. This is the first paper to provide gender-disaggregated empirical evidence on TVET outcomes in Bangladesh using nationally representative data, offering methodological and practical insights. It contributes to the literature by highlighting structural challenges in measuring vocational pathways and informs policy by revealing the uneven and gendered returns to TVET in a Global South context. © 2025 The Authors

Current traditional dance education models in Chinese higher education institutions place excessive emphasis on technical training and performance skills, while neglecting the cultivation of comprehensive abilities such as innovation and cultural literacy among teacher trainees. Furthermore, existing research predominantly addresses individual competency elements in a fragmented manner, lacking systematic integration and rigorous quantitative analysis of indicator weightings, thereby failing to adequately support high-quality talent development. Consequently, this study, grounded in competency-based education theory, employs literature analysis, a two-round modified Delphi method, and the Analytic Hierarchy Process (AHP) to construct a three-tiered indicator system. This framework encompasses three primary dimensions—dance knowledge, dance skills, and dance attitude—comprising nine secondary and 24 tertiary indicators. These indicators are then allocated across the four-year undergraduate programme according to weighted priorities, forming a progressive development pathway. This provides a scientific basis for curriculum design, talent cultivation, and quality assessment within dance education programmes. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

This study examines the economic, social, and infrastructural determinants affecting university and major choices among Albanian high school seniors. The study, utilizing survey data gathered in early 2024 and evaluated via Covariance-Based Structural Equation Modeling (CB-SEM), demonstrates that economic factors, including university fees and career opportunities, substantially influence student decisions. Social effects, such as parental supervision and peer contributions, are also crucial. The study reveals that infrastructures, including campus facilities and digital resources, serve as a significant mediator between economic and social determinants and academic preferences. These findings provide an extensive insight into decision-making tendencies and address a significant gap in studies concerning transitional economies. The report suggests actionable recommendations for policymakers and university administrators to improve educational access, match academic programs with labor market demands, and mitigate inequity within higher education systems. © 2025 Panxhi et al.

Access to education is crucial for young people in particular in terms of their life paths and career prospects. higher educational qualifications are generally associated with better labour market opportunities. Sustainable employability and future-oriented social development require close integration of school and vocational education and training, as well as equal opportunities in the education system. © 2025 Silke Anger, published by ZBW – Leibniz-Informationszentrum Wirtschaft.

Vocational training can lead to higher employment rates and improved incomes, particularly for young women in low-resource settings like Kampala’s slums. Despite these benefits, further research is needed to understand the full impact and mechanisms of vocational training on youth in low-resource environments. In 2022, a focus group project, part of a larger study, involved 60 women aged 18 to 24, recruited from three Youth Support Centers operated by the Uganda Youth Development Link (UYDEL) in Kampala. Six focus groups (about 10 women in each group) were held to explore urban stress and how vocational training might mitigate social and environmental stressors and improve mental health. Data analysis conducted using NVivo software identified five key themes: economic benefits, skill development, building confidence and self-esteem, improved social and behavioral well-being, and enhanced lifestyle and quality of life. This formative research underscores that vocational training benefits young women, highlighting outcomes such as job acquisition, financial empowerment, and skill development. Additionally, self-esteem and confidence development emphasize the training’s role in fostering mental health and agency and addressing gender inequality. These findings underscore the value of vocational training in enhancing the mental health and overall well-being of young women and suggest areas for future research for how to best optimize and scale these programs in low-resource settings. © 2025 by the authors.