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"Students"

Purpose: This study investigated student and teacher perceptions of engine mock-ups as instructional tools in automotive technology education. Design and Methods: A quasi-experimental design with single case study methodology was employed following educational intervention. Participants included two teachers and eight students from an Auto Mechanical Work program in Lagos State, Nigeria. Constructivist Learning Theory served as the theoretical framework, emphasizing active knowledge construction through experiential learning. Engine mock-ups constituted the primary intervention, with focus group discussions serving as the data collection instrument. Mock-ups underwent functional validation and pilot testing, while discussions received member-checking for qualitative rigor. Data collection occurred following three weeks of instructional implementation, with transcribed responses analyzed qualitatively for emerging themes. Results: Findings revealed strong alignment between mock-ups and educational objectives, enhanced student cognitive processing and motivation, and meaningful experiential learning opportunities. The tools improved teacher confidence, instructional delivery, and professional competence. Results indicate that accessible instructional materials enhance both teaching effectiveness and student engagement. Conclusion: The study recommends policy development by educational authorities to promote locally manufactured instructional materials across institutions, supporting practical learning approaches in technical education contexts. These findings contribute to understanding effective pedagogical tools in vocational education settings. (188 Words). © 2026 Informa UK Limited, trading as Taylor & Francis Group.

This paper complements retrospective approaches to researching informal learning in the workplace with experience sampling. Since (conscious) informal learning is becoming increasingly important for successfully keeping pace with rapid changes in working environments, a clear understanding of the construct and its precise measurement are essential. This is opposed by the error-proneness of retrospective measurements. The aim of this study was therefore to better understand how employees learn informally by situationally measuring their use of informal learning activities (e.g., searching the internet). Three hundred sixty four full-time employees with desk jobs in various professions completed short online questionnaires twice a day for 8 days about their current work task and the informal learning activities used. A Multilevel CFA with good model fit revealed the same three factors at the situation and person level: learning from oneself, learning from others, and learning from media. Thinking/reflection, professional exchange/co-working with colleagues, and sharing knowledge were most frequently reported. Learning activities with media were used comparatively little. These findings underscore the metacognitive role of reflection in informal learning, challenge previous models of informal learning that underrepresent situational antecedents and learning from media, and emphasize the importance of including multilevel data in research. Our research provides human resource development professionals and supervisors with a foundation for promoting informal learning and the society with basic knowledge for familiarizing students with the need for informal learning. This ability to adapt quickly to changing knowledge requirements is crucial to the competitiveness of many industries. © 2026 The Author(s). Human Resource Development Quarterly published by Wiley Periodicals LLC.

Purpose – The purpose of this study is to investigate the adoption and impact of activity-based learning (ABL) in the Information Studies department within Oman’s higher education sector. This study examines students’ perceptions of ABL, its effectiveness in enhancing soft skills, creativity and innovation and the challenges faced in its application, particularly in Social Sciences. Design/methodology/approach – Using qualitative methods, focus group interviews were conducted with third- and fourth-year students at Sultan Qaboos University. Findings – The findings of this study reveal that ABL significantly enhances student engagement, practical knowledge and essential skill development. However, there is widespread dissatisfaction with its current implementation, and students advocate for its broader integration across courses. This study also identifies challenges such as theoretical content, faculty resistance and resource management as barriers to successful ABL implementation. Originality/value – These insights emphasize the importance of ABL in preparing students for the modern workforce and highlight the need for strategic improvements in its integration. © 2026 Emerald Publishing Limited

This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research involved 120 students, divided equally into an experimental group (n = 60) and a control group (n = 60). The experimental group received instruction through hands-on demonstrations related to solar, wind, hydropower, biomass, and geothermal energy, while the control group was taught using traditional methods. Employing a mixed-methods design, data were collected through academic tests, attitudinal questionnaires, and semi-structured interviews. The results showed that students in the experimental group achieved significantly higher post-intervention scores (mean [M] = 82.62, standard deviation [SD] = 12.93) compared to the control group (M = 71.28, SD = 15.06), with a statistically significant difference (t [118] = -2.58, p < .01). Additionally, the experimental group demonstrated a significantly greater understanding of alternative energy concepts (M = 3.27, SD = 0.42) than the control group (M = 2.82, SD = 0.53), (t [58] = -3.42, p < .001). Attitudinal measures also favored the experimental group (M = 3.34, SD = 0.44) over the control group (M = 3.09, SD = 0.64), with a significant difference (t [118] = -2.12, p < .05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics. © © 2026 by authors;

This research investigates the effectiveness of Simulation-Based Learning (SBL) in enhancing student comprehension of complex mechanical engineering concepts, such as fluid dynamics, thermodynamics, FEA, and mechanics. The integration of tools like MATLAB, SolidWorks, ANSYS Fluent, AutoCAD, FluidSim, BricsCAD, and GeoGebra allows students to simulate theoretical mechanics and engineering graphics, bridging the gap between theory and practice. Additionally, Machine Learning playgrounds offer hands-on AI experience. A key novelty is the development of an Automatic Engineering Drawing Sheet Evaluation Algorithm, utilizing Python-based image processing to automate the assessment of technical drawings, increasing efficiency and accuracy. GeoGebra further serves as a tool for assessing geometric transformations in engineering graphics. Integrating simulation tools into the first-year Engineering Graphics course has significantly enhanced Course Outcomes (CO) and Program Outcomes (PO), particularly PO5 (Modern Tool Usage), with a 94.29% improvement. Tools like AutoCAD and GeoGebra have enhanced student understanding of Orthographic Projections and Isometric Views, reflected in improved test scores and positive feedback. Case studies showcase how these tools align with various POs, highlighting the critical role of SBL in modern mechanical engineering education. © 2026, Rajarambapu Institute Of Technology. All rights reserved.