Search Results for
"learning"

The Pythagorean theorem and the ability to abstract are two important elements in mathematics, but they actually become problems. Therefore, this study aims to determine the impact of digital learning materials based on deep learning integrated with Batak culture on students’ abstraction abilities in Pythagorean theorem learning. This study used the ADDIE model development design. The participants in the study were 32 students (16 boys and 16 girls, aged 13-14 years) from one of the junior high schools in Medan, Indonesia. The instruments in the study were digital teaching materials and student abstraction ability tests. Data were analyzed using qualitative data analysis and nonparametric statistics. The research results revealed that the integration of culture within the framework of deep learning proved essential in digital teaching materials. The implementation ran smoothly because the materials were developed based on the needs of the students and incorporated cultural elements, making them familiar to the students. The research findings also revealed that the digital teaching materials were able to optimize students’ abstraction abilities, with male students showing better abstraction skills than female students. The study recommended that future researchers examine the factors that caused male students to be more dominant in abstraction. © 2025 by Author/s and Licensed by Lectito Publications, Netherlands. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The study aims to explain the moderation of 3D simulator Shielded Metal Arc Welding (SMAW) welding animation in the relationship between concept understanding and student psychomotor learning outcomes. The correlation research method and research design used is the Spearman Correlation to measure the strength and direction of the relationship between two variables. This research data was collected by conducting a survey through filling out questionnaire instruments independently to 130 students and the data analysis technique used in this study was Moderated Regression Analysis (MRA). The results showed the sig value of the moderation variable 0.163 and the interaction variable 0.004, so it can be decided if the moderation variable has an insignificant effect, while the interaction variable has a significant effect, based on these results the type of moderation provided by the 3D SMAW welding simulator is absolute moderation. The conclusion of the research shows that the 3D simulator of SMAW welding animation moderates the relationship between concept understanding and student psychomotor learning outcomes with the type of absolute moderation. © 2025 Yunus Yunus et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

This study examined the impact of a GeoGebra-supported problem-based learning (GSPBL) intervention on in-service primary mathematics teachers’ understanding of three-dimensional (3D) geometry. Ninety-two teachers from a Core Primary Teachers’ College in Western Uganda participated, selected through purposive sampling. An explanatory sequential mixed methods design combined a pre-test-post-test control group experiment with instructional observations. A paired samples t-test showed that the experimental group’s post-test scores were, on average, 4.72 points higher than their pre-test scores (t = −6.565, df = 45, p < 0.001). An independent samples t-test (Welch’s correction) also revealed a significant post-test difference between groups, with the experimental group outperforming the control by 2.53 points [t = 3.780, df = 70.20, p < 0.001, 95% CI (1.20, 3.86)]. Observation data supported these results, indicating greater engagement, collaboration, visualization, and application of geometric concepts. The study concluded that GSPBL significantly improved teachers’ understanding of 3D geometry compared to traditional methods. The findings highlight the potential of technology-enhanced instruction to strengthen mathematics education. For in-service primary mathematics teachers, GSPBL offers an effective approach to developing mathematics conceptual understanding. For researchers, it provides evidence of the pedagogical value of GeoGebra as a dynamic geometry tool, and for policymakers, it underscores the need to integrate GSPBL into teacher education, enhance digital infrastructure, and support continuous professional development in technology-supported pedagogy. © © 2025 Kirabo, Batiibwe, Mbulankende and Lie.

On-the-job training plays a key role in developing the professional skills and practical experience of students in engineering education programs. In this regard, the aim of this study was to create a toolkit for analyzing the factors that influence the development of these skills and the integration of students into the professional environment. The methodology included surveying three target groups—students, teachers, and employees of companies involved in the implementation of practice-oriented training at universities—as well as testing three updated training modules integrated with practical training. Based on the collected data, regression models were constructed reflecting the influence of four blocks of factors (organization of practice, digital and production resources, educational support, project activity) on the development of skills in the application of engineering equipment and technologies. The most significant predictor was the block of digital and production resources (standardized regression coefficient β = 1.666, p < 0.001, R2 = 0.684 for the experimental group of students), which emphasizes the importance of the technological content of the learning environment. As a result of training using the updated modules, an increase in the level of proficiency in the application of engineering tools and technologies was recorded. The average score for this criterion was 4.52 in the control group and 4.74 in the experimental group. Progress was also noted in key skills such as basic economic and legal knowledge (F6), self-analysis (F9), and planning (F7). This confirms the effectiveness of a structured approach to combining theoretical and practical training. The proposed structured toolkit for analyzing influencing factors, tested through a multilateral survey and pilot implementation, is a key innovation of the study and can be used by universities and companies to modernize workplace training programs. © © 2025 Karstina, Tussupbekova and Mussenova.

Across South Africa and the broader Sub-Saharan region, issues of cultural intolerance, diversity, and inclusive education are more urgent than ever. As societies and economies evolve, disparities in access to quality education, social justice, and equity remain stark, particularly for marginalized groups. While legislative efforts and policies have been introduced to foster inclusivity, persistent issues involving intercultural and inclusive education continues to hinder the realization of a truly unified and equitable society. In Fostering Global Citizenship: African Perspectives on Interculturalism and Inclusive Education, Mbulaheni Obert Maguvhe presents a critical study that explores how issues surrounding intercultural and inclusive education can be addressed. Through an in-depth examination of strategies, policies, and educational frameworks, Maguvhe highlights the importance of fostering mutual respect, social justice, equity, and inclusivity. Drawing from African epistemologies and the unique socio-political landscape of South Africa, this study provides a compelling argument for treating inclusive education as an investment in social cohesion and global citizenship rather than a mere policy obligation. Various chapters offer practical insights into promoting diversity in education, ensuring disability access, integrating indigenous knowledge systems, and creating environments that embrace all learners. Bringing together educators, policymakers, researchers, and advocates, this study is key for anyone committed to advancing diversity, equity, and inclusion in education. Within this work, readers gain valuable perspectives on fostering global citizenship through an African lens, ensuring that no learner is left behind. © 2026 Mbulaheni Obert Maguvhe.

In a world increasingly characterized by volatility, uncertainty, complexity, and ambiguity (VUCA) and, more recently, brittleness, anxiety, nonlinearity, and incomprehensibility (BANI), both business and education stand at a critical crossroads. Organizations and learning institutions must now evolve to remain relevant and resilient in this turbulent landscape. The urgent need for adaptive thinking and emotional agility is essential now to navigate disruption while fostering innovation and human-centered growth. In this new era, success depends not on predicting the future, but on developing the capacity to adapt and lead through constant change. Smart Business and Education in the Age of VUCA and BANI explores how smart technologies and data-driven innovation are transforming business and education in the VUCA and BANI world. It highlights adaptive strategies, digital inclusion, and AI-driven practices in shaping sustainable and equitable futures. Covering topics such as technological advancements, business innovation, and artificial intelligence, this book is an excellent resource for academicians, researchers, business leaders, global economists, educational administrators and leaders, policymakers, educators, and more. © 2026 by IGI Global Scientific Publishing. All rights reserved.

This research aims to identify and establish the fundamental competency components necessary for trainers in workplace settings that collaborate with higher education institutions in Thailand. These trainers play the key role in connecting academic knowledge with practical application, significantly improving the effectiveness of Work-Integrated learning (WIL) programs. A quantitative research design was utilized, involving 800 participants from five stakeholder groups: university administrators, curriculum instructors, career support staff, enterprise managers, and in-company trainers. Stratified random sampling guaranteed representation among numerous institutional varieties. Strong content validity and high reliability were obtained by the research instrument, which was developed through an extensive literature review and expert consultation. Confirmatory Factor Analysis (CFA) was utilized to determine the construct validity of the suggested competency model. As a result, the model indices showed exceptional outcomes. The findings confirmed three key competency domains: (1) knowledge competencies, such as curriculum quality development, training material design, and understanding of industrial laws; (2) skill competencies, such as digital media use, problem-solving, and communication skills; and (3) attitude competencies, such as work ethics, responsibility, and social interaction. These findings emphasize the necessity of building trainer competencies that are aligned with the changing needs of the industry, as well as the usefulness of educational-industry partnerships in preparing learners for the real world. © 2025, Penerbit UTHM. All rights reserved.

This chapter provides a thematic and bibliometric review of the use of artificial intelligence (AI) in education to promote green learning environments and sustainability. We used VOSviewer to map research trends and collaborative clusters in accordance with SDG 4.7 under the Four-in-Balance model: Vision, Infrastructure, Digital Content, and Competencies. The literature showed rapid expansion in learning analytics and e-learning; sustainability and the SDGs; higher education's institutional reform and digital adoption; and emerging technologies, including big data, generative AI, and Industry 4.0. The results show uneven progress: Vision and Competencies lag, leading to fragmented, reactive adoption, while Infrastructure and Digital Content have improved, including intelligent tutoring, IoT-enabled classrooms, and adaptable resources. Few institutions incorporate environmental goals into strategy, and persistent gaps in AI literacy and sustainability skills limit responsible use. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Purpose – This study aims to examine how informal learning in knowledge work is supported or hindered by individual, organizational and leadership-related factors. Special attention is given to the mediating role of leadership in learning conditions. The review addresses current gaps by offering an integrated understanding of how informal learning contributes to employee development and organizational adaptability. Design/methodology/approach – A systematic review was conducted following PRISMA 2020 guidelines, using Scopus and Web of Science databases to identify relevant studies on informal learning in workplace settings. Findings – This study identifies key enablers of informal learning, such as intrinsic motivation, self-efficacy, autonomy, effective leadership and a supportive organizational culture. Barriers include time constraints, lack of support and inadequate technological infrastructure. Leadership styles like transformational and enabling leadership influence positively to informal learning, with self-efficacy enhancing these effects. A conceptual framework developed through thematic synthesis illustrates how these factors interact and points to critical future research areas. Originality/value – This study extends existing research by synthesizing the connections between organizational and individual factors and leadership practices in informal learning. Unlike earlier studies that tend to segregate informal learning, this study integrates multiple levels of influence into a coherent framework. The findings offer theoretical insights and practical guidance for designing supportive learning environments in knowledge work environments. © 2025 Emerald Publishing Limited

Purpose – This study explores the research dissemination habits of chartered manager degree apprentices (CMDAs) in the UK. While apprentices often produce impactful work-based research, little is known about how, when or if these findings are disseminated internally or external to the organisation. This paper addresses this gap by examining dissemination experiences, motivations, barriers and facilitative organisational and educational mechanisms. Knowledge-to-action (KTA) framework and the degree apprentice identity (DAI) model are applied to understand the relationship between research identity, context and impact. Design/methodology/approach – A qualitative approach was used, involving semi-structured interviews with 24 current or former CMDAs. Data were analysed using thematic analysis, with three researchers independently coding transcripts before collaborating on a shared coding framework. This rigorous, interpretive method enabled the capture of complex insights into dissemination practices across the group. Findings – The study found that CMDAs regularly engage in informal, internal dissemination tailored to organisational needs. However, they generally lack the confidence, time and/or support to pursue external channels despite a desire and motivation to do so. Barriers include lack of awareness, unsupportive organisational cultures and legal or reputational concerns for the organisation. Where supportive cultures do exist, particularly in project-based organisations, dissemination is more embedded. Originality/value – This paper explores research dissemination among degree apprentices, a group overlooked in existing dissemination and implementation (D&I) literature. It contributes a “3Ps” model (people, platforms, publications) and makes recommendations for training providers, employers and professional bodies to create dissemination cultures which support apprentices in achieving wider impact. © 2025 Emerald Publishing Limited