Search Results for
"Higher education"

The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

The rapid development of Generative Artificial Intelligence (Generative AI) across several sectors underscores the need for a systematic tool to evaluate AI competence. Current digital literacy frameworks lack AI-specific competencies, resulting in inconsistencies in the assessment of AI competence. This study aims to establish a standardized assessment framework for Generative AI competence by identifying key skill factors and empirically validating a structured evaluation tool called the Generative AI Competence Scale (GenAIComp). The proposed GenAIComp has five essential factors: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety and Ethics, and Problem-Solving. A quantitative approach was employed, incorporating expert validation, pilot testing, and extensive empirical evaluation involving 1000 participants, principally university students. The factor analysis confirmed a robust 5-factor structure with strong psychometric properties. The final model demonstrated excellent fit indices, confirming its reliability and validity in assessing Generative AI competence across the five key factors. Research demonstrates that educational background considerably impacts AI competence, with individuals from technical disciplines showing a greater aptitude for problem-solving and content generation. Gender-based disparities were noted, with males achieving marginally higher scores in several factors, but with minimal effect sizes. Correlation analysis indicated that perceived AI expertise and frequency of AI utilization significantly influenced competence, especially in data literacy and problem-solving, and exhibited less correlation with ethical awareness. GenAIComp provides a reliable tool for assessing AI competence, helping educators, industry experts, and policymakers to design AI training programs and integrate AI literacy into curricula and thereby AI technology advancement in society. Future research should explore its applicability across cultures and include performance-based assessments to enhance AI competence. © 2025 Elsevier Ltd

Gender equity has been a critical issue in global discussions around education, economic participation, and workforce development, particularly in male-dominated fields such as Technical and Vocational education and Training. This study examines the influence of self-efficacy and social justice awareness on gender equity and female participation in Technical Vocational education and Training (TVET) in Nigeria. The study used a descriptive survey design, gathering data from 250 female participants in technical colleges and higher education institutions in Lagos, Nigeria. Structured questionnaires measuring self-efficacy, social justice dimensions (distributive, participatory, and recognition justice), and female participation were administered. Data analysis included confirmatory factor analyses to validate the constructs and assess their relationships using AMOS SPSS v.23. The results show that self-efficacy, distributive justice, and participatory justice positively and significantly influence gender equity and female participation in TVET, highlighting the importance of these factors in empowering women in technical education. However, recognition justice did not significantly impact female participation, suggesting that acknowledgment alone may not address systemic barriers. The study concludes that fostering self-efficacy and implementing social justice principles within TVET institutions are essential for promoting gender equity. These findings support policies and practices that empower female students and enhance inclusive learning environments. The research provides actionable insights for educators, policymakers, and institutions, suggesting that initiatives in TVET should include gender-sensitive teaching, equitable resource distribution, and inclusive decision-making processes to support gender equity. © 2025 John Wiley & Sons Ltd.

This study aims to identify research trends in critical thinking skill frameworks and instructional designs that contribute to enhancing the critical thinking abilities of biology students in higher education. This systematic literature review was conducted following the PRISMA (2020) guidelines, incorporating bibliometric analysis to explore the application of critical thinking skills in biology programs in higher education. The PICOS strategy framework was employed to assess the eligibility of systematically identified articles from the Scopus database. The results Bibliometric analysis via Biblioshiny software revealed that out of 199 identified articles, 11 met the inclusion criteria for further analysis. The key findings reaffirm that critical thinking skills are an essential component of biology education. However, there is variation in definitions and approaches depending on the framework adopted in each study. These findings suggest that while there is no universally standardized conceptualization of critical thinking skills in biology education, they remain an integral part of higher-order cognitive abilities. Overall, innovative learning models such as inquiry-based learning (IBL), problem-based Learning (PBL), and the reading, questioning, and answering (RQA) model, along with the integration of digital technologies such as digital mind mapping and localized instructional videos demonstrate significant contributions to enhancing critical thinking skills. © 2026, Malque Publishing. All rights reserved.

Critical thinking (CT) is widely recognized to be among the most essential skills for university graduates to successfully compete in the 21st century global economy; yet, much obscurity remains regarding its practical role in higher education. In fact, there is a need for an accepted educational plan with pedagogical guidelines that university instructors can lean on for integrating CT into subject instruction. Accordingly, this study aimed to identify the instructional design components recommended by instructors and students for promoting CT in higher education academic courses. The study involved ten higher education instructors and 342 undergraduate students in science and engineering. In order to address the research goal, the study followed the grounded theory approach in which the data was analyzed from a qualitative perspective. The data was collected through two research tools: semi-structured interviews and an online survey. The current study identified eight instructional design components for promoting CT. These components include four pedagogical practices: explicit teaching of CT, integration of digital tools, collaborative learning and constructing questions , as well as four modes of engagement: critical engagement with information, comparing approaches to problem-solving, guided inquiry and experimentation and raising doubts and evaluating credibility . The study introduces an adaptive model incorporating CT-enhanced pedagogical practices, for policymakers and instructional designers, to foster CT in science and engineering courses. © © 2025. Published by Elsevier Ltd.

This study investigates the influence of business internship experiences on the work readiness of economics students in Vietnam, addressing a critical gap in the country’s higher education-employment linkage. Grounded in the Knowledge-Skills-Abilities (KSA) framework and Self-Determination Theory (SDT), the study examines how professional skills and work motivation serve as dual mediators in the relationship between internship participation and students’ readiness for the labor market. A structured survey was conducted with 389 final-year economics students from four major universities in Ho Chi Minh City. Structural equation modeling using SmartPLS 4.0 was applied to test the proposed model. The findings demonstrate that internships have both direct and indirect effects on work readiness. Specifically, internships significantly enhance professional skills, which in turn foster greater intrinsic motivation, leading to improved work readiness. Among the mediators, professional skills emerged as the stronger factor, while work motivation acted as an amplifier of the internship’s effect. The study provides empirical evidence that supports integrating practical experience into academic programs, particularly in emerging economies where theoretical training often dominates. Practical recommendations are offered for universities to develop structured and skill-oriented internship programs, for businesses to play a proactive role in student development, and for policymakers to align internship policies with national workforce strategies. This research not only contributes to the literature on graduate employability but also delivers actionable insights for stakeholders aiming to close the gap between academic training and labor market demands in Vietnam and similar contexts. © (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Micro-credentials have become essential in higher education by facilitating skill recognition, enhancing workforce preparedness, and promoting innovation in digital learning. Their flexible, competency-based format aligns closely with evolving industry requirements. This study investigates the role of digital microcredentials offered through wajar.id in shaping students’ perceptions of employability and career awareness. The research focuses on examining how dimensions such as perceived usefulness (PU), perceived ease of use (PEOU), and perceived satisfaction (PS) influence career awareness (CA) and employability (E). Employing a quantitative approach, the study utilized a descriptive statistical design and Structural Equation Modeling (SEM) to analyze data collected from 182 students at a public university in Indonesia who participated in microcredential programs on the wajar.id platform. The findings reveal that PU and PEOU are significant contributors to CA, emphasizing the role of program relevance and ease of use in enhancing students’ career understanding. Moreover, PS demonstrates a strong influence on both CA and E, underscoring the importance of student satisfaction in driving career readiness and employability outcomes. CA emerges as a critical mediator, bridging the effects of PU, PEOU, and PS on E, highlighting its central role in translating program perceptions into tangible employability benefits. The results provide actionable insights into the design and implementation of effective microcredential programs, particularly through platforms like wajar.id, that foster career awareness and readiness among students. The study provides practical implications for educators and policymakers to optimize micro-credential initiatives in higher education, particularly in the Indonesian context, to bridge the gap between digital learning and employment readiness. © (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

We study how improved wage opportunities for skilled workers affect firm-based training, using the 2002 opening of the Swiss labor market to German commuters as a natural experiment. The reform triggered a large outflow of skilled workers from German border regions, prompting firms to expand apprenticeship training. Using a Difference-in-Differences approach, we find a significant increase in the number of apprenticeships in affected firms in Germany despite unchanged apprentice wages. This pattern is consistent with an outward shift in apprentice supply: higher wages for skilled workers across the border made apprenticeships more attractive to young people. Our findings suggest that improvements in skilled workers’ wage prospects, rather than adjusting apprentice pay, may help to address training gaps and alleviate skill shortages. © © 2025. Published by Elsevier B.V.

The growing demand for qualified professionals for the twin green and digital transition exceeds the supply of candidates, highlighting the urgency of effective educational methods for qualifying individuals in a circular economy (CE). However, despite the CE field having made several advances in terms of academic research and practical applications, teaching the CE has not received proper attention. Recently, the skills required in a twin transition have been defined, along with a framework identifying which of these skills should be fostered in new educational initiatives. However, it is still not clear which teaching methods are most suitable to support education in CE. This study, based on a systematic literature review, identifies 11 teaching methods, such as case studies, project-based learning, and gamification, that develop technical, digital and resilience skills. Given the continuous evolution and interdisciplinarity of the CE, particularly when combined with digital technologies, the delivery of knowledge necessitates appropriate and flexible approaches. By providing theoretical and practical implications, the study guides educators and policymakers in creating curricula aligned with market demands, promoting interdisciplinary education for the twin transition. © 2025 The Authors.

This study investigates the influence of self-efficacy on students’ problem-solving abilities in vocational high schools. Self-efficacy, as a fundamental psychological construct, plays a crucial role in shaping learners’ confidence, persistence, and capacity to overcome both academic and practical challenges. A quantitative research design was adopted, employing a one-group pretest–posttest approach to examine the relationship between self-efficacy and problem-solving performance. The study involved 65 vocational high school students as research participants. Data were collected using a validated Self-Efficacy Questionnaire and a Problem-Solving Performance Test. The instruments were developed through expert validation, pilot testing, and reliability analysis to ensure methodological rigour. Data analysis consisted of descriptive and inferential statistical procedures, including normality tests, linearity tests, and simple linear regression analysis. The findings revealed that self-efficacy exerts a statistically significant positive effect on students’ problem-solving abilities, with a significance value of 0.008, which is lower than the 0.05 threshold. The coefficient of determination (R² = 0.105) indicates that self-efficacy contributes 10.5% to students’ problem-solving performance, while the remaining 89.5% is attributed to other variables not examined in this study. These results underscore the importance of fostering students’ self-efficacy through mastery experiences, constructive feedback, and collaborative learning activities. Strengthening self-efficacy is essential for developing higher-order thinking and problem-solving competencies that are critical for success in vocational education and future professional contexts. The study recommends that educational institutions integrate self-efficacy-oriented strategies into instructional design to enhance students’ adaptability, autonomy, and lifelong learning capacities within the framework of Technical and Vocational education and Training (TVET). © 2026, Malque Publishing. All rights reserved.