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"learning"

This chapter gives a comparative account of the development and gestalt of plurilingualism in two German imperial cities from late medieval times to the beginning of the nineteenth century. It includes a brief overview of their more general religious, political and cultural backgrounds, discusses early forms of vocational language training, focuses on the precarious existence of the 183 Augsburg and Nuremberg masters of languages found in the archives and in eighteenth- and nineteenth-century printed sources, includes a section on the teaching of modern languages to the female gender in early modern times, gives a brief analysis of the surprisingly large corpus of teaching and learning materials available to contemporary foreign language students, and concludes with a short summary of project results. © Willem Frijhofff, Marie-Christine Kok Escalle and Karène Sanchez-Summerer/Taylor & Francis Group 2017.

Graduate employability remains an issue with high employment rates in Malaysia, where underemployment and skill mismatch being the main issues. This study used ensemble learning models for the predictive analytics in forecasting the employability graduates. It focuses on individual profiles, academic performance, soft skills, and ICT skills using data from the Skim Pengesahan Graduan (SKPG) for the period of 2016-2023. Feature selection was used prior to modeling and compared with different machine learning algorithms, namely Naïve Bayes, Decision Trees, and Gradient Boosting. Among these comparisons, Extreme Gradient Boosting (XGBoost) outperformed the others with the highest predictive accuracy. The XGBoost model selects important factors of employability and makes practical recommendations to bridge the gap in skills prevalent among graduates. These findings demonstrate the importance of data-driven approaches in policy making and graduate readiness initiatives to align education acquisition with the demands of the labor market. © 2025 IEEE.

[No abstract available]

The hidden curriculum plays a significant role in shaping students' learning outcomes, which this study reconceptualises as dynamic processes rather than static products, viewed through a postmodern lens. Utilising a bibliometric analysis, this research explores the scholarly discourses on the hidden curriculum in education and its influence on these dynamic learning outcomes. It investigates publication trends, prolific authors and significant works. Citation analysis and co-word mapping trace the evolution of research paradigms, while content analysis identifies key thematic areas. By bringing the hidden curriculum to the forefront of this analysis, the findings reveal its crucial role in shaping learning outcomes for the social work profession and its impact on students in schools. The study concludes by suggesting directions for future research, emphasising gaps and under-represented issues in the current literature. © 2025 British Educational Research Association.

The objective of this study was to examine the effectiveness of a practice-oriented approach in teaching Python programming to students in Kazakhstan. The study participants comprised students from a control group (CG) and an experimental group (EG), with 89 students in each group. The mean age of the participants was 20 years. The sample included 93 male students and 85 female students. The CG followed a traditional teaching methodology, whereas the EG was instructed using an innovative approach. The applied research methods included theoretical and practical tests, surveys, and interviews with instructors. The results demonstrated that the average score in the theoretical test increased from 67.8 to 82.1 (p = 0.0001) for the EG, whereas the CG’s score improved from 65.2 to 71.3 (p = 0.0002). During practical testing, the average score for the EG rose from 70.7 to 81.9 (p = 0.0003), while the CG’s score increased from 70.1 to 77.3 (p = 0.0001). The findings suggest that the practice-oriented approach contributes to the enhancement of theoretical knowledge, practical skills, and student engagement in Python programming education. The practical significance of the results lies in determining the effectiveness of innovative teaching methods in fostering both theoretical and practical competencies. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

Objectives: To develop and validate a questionnaire that captures Vietnamese English high school teachers’ beliefs and practices in implementing CBETC. Methods: There are 517 Vietnamese English high school teachers in this study. The factors associated with beliefs and practices measured were the nature and goals of CBETC, instructional design practice, providing personalized instruction, integrating various teaching methods, controlling mastery-based progression, evaluating student learning outcomes, and providing feedback to students on their progress. Exploratory factor analysis was used to evaluate validity and Cronbach’s alpha (α) to test reliability. Results: Teachers’ beliefs contained two factors with seven items: understanding of the nature of CBETC and beliefs about the goals of CBETC (KMO = 0.79, Bartlett’s test <0.001, Chi-square/df = 1.920, CFI = 0.987, TLI = 0.992, RMSEA =0.042, PCLOSE = 0.665, α = 0.75). Teachers’ practices included six factors with 21 items: designing instructional activities, personalizing instruction, employing various instructional strategies, managing mastery-based progression, student learning outcomes, and providing feedback to students on their progress (KMO = 0.83, Bartlett’s test =0.000, Chi-square/df = 1.216, GFI = 0.961, CFI = 0.958, RMSEA = 0.020, PCLOSE= 1.000, α = 0.84). Conclusions: The questionnaire exhibited satisfactory validity and reliability and can be recommended for studies investigating teachers’ beliefs and practices in CBETC enactment. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study investigates how cognitive flexibility, engagement, and teamwork interact to foster problem-solving and innovation within interdisciplinary project-based learning (PBL) in vocational education. Drawing on Cognitive Flexibility Theory (CFT), Social Interdependence Theory (SIT), and Transformative learning Theory (TLT), it examines the contextual roles of project complexity and knowledge diversity, as well as the moderating effects of openness to learning and peer feedback quality. A cross-sectional survey of vocational students (N = 278) in Sichuan Province, China, was employed to test a structural model that assesses direct, mediated, and moderated relationships. Results indicate that project complexity and knowledge diversity significantly enhance cognitive flexibility, which in turn drives problem-solving and teamwork. Engagement further facilitates these outcomes, underscoring its role in collaborative and adaptive processes. Openness to learning and peer feedback quality exhibit nuanced moderating effects, highlighting that excessive openness or unstructured feedback can dilute rather than amplify innovation. The findings offer novel insights into how CFT, SIT, and TLT converge in interdisciplinary PBL, demonstrating that well-orchestrated team dynamics and contextual supports are essential for harnessing cognitive flexibility. Practically, the study provides actionable guidance for educators and policymakers seeking to design effective PBL environments, emphasizing the importance of structured peer feedback, balanced openness, and context-specific measurement of cognitive adaptability to meet the demands of contemporary workplaces. © © 2025 Xiong, Chan, Wong, Xie and Na.

In an ever-changing technological landscape, the integration of computational intelligence (CI) shows significant promise for enhancing the 398efficiency and efficacy of Technical and Vocational Education and Training (TVET) programs. TVET plays a pivotal role in Nigeria’s economic advancement, particularly amidst rapid technological progress. However, TVET programs in Nigeria face obstacles such as outdated curricula and inadequate emphasis on cultivating technopreneurial skills. This chapter explores technopreneurial skills development in Nigerian TVET institutions and advocates for harnessing CI, including artificial intelligence (AI), machine learning (ML), and data analytics, to enhance effectiveness. Additionally, the chapter presents the importance of collaborative partnerships among educational entities, industry players, and governmental bodies to foster an environment conducive to technopreneurial skills development. By integrating CI into technopreneurial skills programs, Nigeria can better equip its workforce for the digital economy’s demands, thereby fostering economic growth and sustainable development. Through a thorough analysis of best practices and case studies, this chapter offers recommendations for optimizing technopreneurial skills development in Nigerian TVET institutions, empowering individuals with the requisite skills for success in the 21st-century digital economy. © 2026 by Apple Academic Press, Inc.

Integrating the STEM method within the Education 5.0 framework can markedly improve 21st-century skills in high school pupils by unifying science, technology, engineering, and mathematics into a comprehensive learning plan. This study systematically reviews how STEM education within Education 5.0 frameworks specifically improves digital literacy, creativity, and collaboration skills in high school students. The novelty of this research lies in the integration of three crucial concepts that have never been comprehensively researched: STEM, Education 5.0, and 21st-century skills. The research employs a systematic review methodology, analyzing existing literature to identify effective practices and outcomes associated with STEM education. The findings will demonstrate how STEM education enhances academic performance but also fosters creativity and innovation among students. By engaging in project-based learning and collaborative activities, students are better equipped to tackle real-world challenges, thus preparing them for future careers in a technology-driven environment. The conclusion reinforces the transformative potential of STEM education in preparing students for the demands of the 21st century while addressing the challenges and disparities that exist within educational systems. Future research should focus on developing innovative assessment tools that measure transdisciplinary learning and critical thinking skills, moving beyond traditional standardized testing methods. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

This book offers a groundbreaking resource designed to transform how experiential learning is integrated into educational settings across various disciplines. It offers a comprehensive resource for educators and practitioners who are committed to enhancing student engagement and learning outcomes through innovative, practical approaches. The book's distinctiveness lies in its interdisciplinary breadth, practical applicability, and strong focus on the development of both educators and students. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.