Search Results for
"Higher education"

This study investigates the role of career calling in shaping Chinese graduates’ professional match, with a focus on the mediating role of career loyalty and the moderating effect of industry income. Drawing on Conservation of Resources (COR) theory and person–environment (P–E) fit theory, we developed a three-wave, multi-source design with 2025 graduates across diverse industries. The results reveal that career calling significantly enhances professional match, and this relationship is fully mediated by career loyalty. Moreover, industry income strengthens the positive effect of calling, suggesting that external rewards amplify internal motivation in achieving sustainable career outcomes. Theoretically, the study extends calling research into the graduate labor market and integrates contextual economic factors into the COR and P–E fit frameworks. Practically, the findings highlight the importance of cultivating career calling through higher education, organizational practices, and policy initiatives to improve workforce alignment and long-term career sustainability. © 2025 by the authors.

This research aims to integrate the Science, Technology, Engineering, and Mathematics-Problem Based Learning (STEM-PBL) model through a solar energy project in physics learning as the learning competencies in the 21st-century learning. This research aims to develop students' critical thinking skills by using a mixed method of an explanatory sequential model. Most students achieved the "Very Good"category in almost all SDG 4 (science, technology, and engineering) and SDG 7 (mathematics) indicators. Students demonstrated higher-order thinking skills by analyzing, evaluating, and creating a solar energy project. The quantitative data results in an N-Gain of 0.7299, which is usually and homogenously distributed, as indicated by the Independent Samples-T Test of Sig. 2-tailed = 0.000 indicates a significant difference between post-test and pre-test results. Meanwhile, the qualitative data represent students' experiences during the STEM-PBL model, resulting in most students "Strongly Agree"with STEM-PBL implementation in the solar energy project to foster critical thinking skills. This research explores the SDG 4 and SDG 7 indicators, which are elaborated with STEM-based indicators within a Problem-Based Learning (PBL) model that emphasizes the students′ critical thinking skills achievements. © Published under licence by IOP Publishing Ltd.

Recently, Malaysia has faced significant concerns regarding the low employability and salaries of engineering graduates. The industry is often blamed for the low demand and inadequate compensation for engineers. However, the true extent of these issues among engineering graduates from Malaysian public universities remains unclear. This paper examines the employability of engineering graduates from Malaysian public universities, utilizing data from the national survey of graduate employability (SKPG) conducted by the Ministry of higher education (MOHE). The data encompasses engineering graduates from 15 public universities between 2018 and 2021. Quantitative analysis using descriptive statistics was employed to determine the percentage, average, range, and differences in employability outcomes. The results indicate that out of 45,471 engineering graduates over four years, an average of 11,000 students graduated annually. Of these, 66.8% secured employment within six months of graduation, but only 34.6% were hired as engineers. Additionally, 28.6% of graduates had not found employment or pursued further studies within six months. The most common monthly salary range was RM2,000-RM3,000, with 40.8% of employed graduates falling within this bracket. higher salaries were associated with engineering-related jobs, while the majority of graduates earning less than RM1,500 per month were employed in non-engineering roles. These findings challenge the societal perception that fresh engineering graduates are underpaid relative to their qualifications and workload. The data suggests that low-paying jobs are often unrelated to engineering. Despite the international recognition of Malaysian public university engineering programs by Washington Accord member countries, the employability rate of only 34.6% for engineering roles indicates a need for program improvements. This is particularly concerning given the reported shortage of 30,000 to 60,000 engineers in Malaysia. Further research is required to identify the underlying causes of these employability issues. © 2025, National University of Malaysia. All rights reserved.

The insufficient capabilities of high school students in Historical thinking skills (HTS) and higher order thinking skills (HOTS) present a significant issue, primarily attributed to traditional teaching methods that prioritize memorization over critical analysis, particularly in history education. Consequently, this study aims to evaluate how well digital teaching materials that use Inquiry-Based Learning by Primary Sources (IbLPS) can improve high school students' Historical thinking skills (HTS) and higher order thinking skills (HOTS). A quasi-experimental research design featuring pre-tests and post-tests was employed, involving 300 students from six high schools in Surakarta, Indonesia, selected through stratified random sampling. Data were collected using validated instruments for HTS and HOTS, with analysis conducted via multiple linear regression. The analyzed data show that students' thinking skills improved significantly, with 72% of the differences in HOTS explained by how often they used primary sources, participated in discussions, and used digital teaching materials. The study concludes that the integration of digital resources with an inquiry-based approach substantially enhances students' critical and historical thinking abilities. It is expected that using primary sources in digital learning will encourage students to think more deeply and critically about history, making it important to include this approach in history teaching programs. © 2025, OpenED Network. All rights reserved.

Aim/Purpose The purpose of this study is to investigate the effectiveness of online problem-based learning (PBL) in enhancing critical thinking among novice programmers with varying levels of self-regulated learning (SRL). While PBL has been widely studied in traditional settings, this study uniquely examines the integration of online PBL with SRL to enhance critical thinking. This area remains underex-plored in the field of programming education. Background Problem-based learning (PBL) emphasizes learning behaviors that lead to criti-cal thinking, problem-solving, communication, and collaborative skills, prepar-ing students for professional academic skills. Methodology A quasi-experimental design involving pre-test and post-test on the experi-mental and control groups was used in this study. The experimental group used online PBL, while the control group followed direct instruction. The sample comprised 120 second-year Bachelor of Computer Science students from two different higher education institutions. The participants were evenly divided be-tween the experimental group (n = 60) and the control group (n = 60). Critical thinking was measured using Yoon’s Critical Thinking Disposition instrument, which evaluates students’ critical thinking. Contribution This study contributes to the growing body of knowledge by highlighting the ef-fectiveness of online PBL in learning and its potential to enhance the critical thinking of students with diverse SRL levels. Findings The results revealed that students in the experimental group scored significantly better on the critical thinking test compared to the control group (F = 5.87, p <.05), with mean scores of 101.98 and 97.85, respectively. These findings re-vealed that the integration of online PBL with SRL fostered positive improve-ments in students’ critical thinking. Recommendations for Practitioners Provide professional development for practitioners to effectively design, imple-ment, and facilitate online PBL experiences. Recommendations for Researchers The findings may encourage other researchers to apply the online problem-based learning approach in different courses and provide evidence that online PBL can serve as a viable alternative to traditional direct instruction. Impact on Society Our study emphasized the importance of encouraging interdisciplinary collabo-ration to create PBL tasks that mirror real-world challenges and prepare stu-dents for professional practice. Future Research Future work can experiment with online PBL to explore its potential in other disciplines and educational contexts. © (2025), (Informing Science Institute). All Rights Reserved.

Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students’ daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers. © (2025), (University of Windsor). All rights reserved.

Purpose – This study investigates the motivators and barriers affecting the entrepreneurial intentions of university students within a new conceptual framework and how these variables differ between students of business administration and those other specializations. Design/methodology/approach – This quantitative study is based on a questionnaire administered to students in four different universities in Turkiye; factor analysis and statistical regression techniques were applied to analyze the data. Findings – The factors influencing university students’ entrepreneurial intentions vary and have significant effects across business and non-business university departments. Originality/value – As there is limited research on this topic in developing countries, particularly in Turkiye, this study makes a significant contribution to our understanding of the entrepreneurship dynamics in these contexts. Furthermore, we demonstrate that government measures should be integrated into educational systems to promote entrepreneurial pathways for students and reduce graduate unemployment. © 2025 Emerald Publishing Limited

With computer networks as the foundation, the new generation of information technologies is accelerating the empowerment of various sectors of society. Industries and enterprises urgently require talents equipped with data-oriented thinking skills, which raises higher demands for computer network education. To address the challenges in teaching-such as students' difficulties in constructing a systematic knowledge framework, insufficient practical abilities, and inadequate professional competencies-this study is based on the positioning of an application-oriented undergraduate institution. Guided by the philosophy of Outcome-Based education (OBE) and constructivist learning theory, and considering the data-oriented thinking characteristics of the course, this study proposes the teaching concept of “making learning proactive.” It clarifies teaching objectives oriented toward professional competencies and leverages ChatGPT, knowledge graphs, and intelligent agents to reconstruct course content and optimize teaching methods. In addition, online platform resources are established, an evaluation system is constructed, and flipped classroom teaching is implemented. Practical results demonstrate that the flipped classroom approach significantly enhances teaching efficiency. Empowered by digitally and intelligent technologies, students engage in deep learning of computer networks through task-driven and data-oriented thinking teaching strategies, thereby improving their data-oriented thinking ability, practical skills, and application capabilities. © 2025 Copyright held by the owner/author(s).

Preparing youth for the transition from school to work is a key labor market challenge in many countries. Across Europe, there are many educational pograms to improve youth’s school-to-work transitions. In Germany, youth with difficulties in their school-to-work transitions are channeled into prevocational programs to help them to enter vocational education and training (VET), which serve as an entry into the labor market. Using data drawn from the National Educational Panel Study (NEPS; N = 1,282 participants of prevocational programs), we (1) examined youth’s transition trajectories after their attendance of a first prevocational program and (2) how using institutional resources such as internships during the first prevocational program supports youth’s transitions to VET. Our findings of sequence and cluster analysis showed that approximately two-thirds of the participants had largely stable transitions to VET (i.e., transitions with a low risk of dropout), although many of these transitions were delayed by one year after leaving their first prevocational program. In contrast, one-third of the participants had at-risk transition trajectories and were at risk of being permanently excluded from the education and employment system. By conducting a multinomial logistic regression, we also found that attending long internships and attaining a higher school certificate during the first prevocational program was associated with a smooth transition to VET programs, and both factors “protected” youth from encountering difficult pathways with very low prospects of reaching VET programs after leaving prevocational programs. Moreover, mentoring during prevocational programs and the perceived degree to which the programs helped youth to form occupational aspirations were also associated with a lower probability of facing at-risk transition trajectories. © The Author(s) 2025.

The current education accreditation process poses a significant risk globally to the quality of education due to the increased falsification of academic certificates. Although previous studies have highlighted the potential benefits of blockchain technology in this context, there remains an opportunity towards a thorough investigation into the governance factors that influence the implementation of blockchain technology within the education sector. The accreditation system becomes increasingly important as a result of the emergence of a new learning ecosystem that enables the propagation of academic credits. It fosters an integrative learning approach by facilitating the accumulation of academic credits from a variety of higher education institutions, thereby promoting a learning ecosystem. The fundamental concept is to recognize the existence of a variety of learning pathways and to democratize educationTo this end, we conducted a comprehensive review of existing studies on the governance mechanisms for accreditation in the education sector using Blockchain technology. We identified 63 journal articles using four academic databases (EBScohost, Emerald, insight, Sage Journals, Scopus, Science direct) from 2018 to 2023. The literature appears devoid of proposals for a governance framework even though in the conventional paradigm such a framework is crucial in ensuring authenticity of credentials. © The Author(s) 2025.