Source:
Higher Education, Skills and Work-based Learning
(2025)
Purpose – This study investigates the developmental impact of a large-scale national internship programme in Indonesia, using the employability capital framework. It positions internships as transformative psychosocial spaces within higher education. Design/methodology/approach – A pre–post longitudinal design was employed, involving over 10, 000 undergraduates enrolled in the MBKM internship scheme. The study uses the Wilcoxon signed-rank test and cluster analysis to examine multidimensional changes in human, social and cultural, identity, psychological capital. Qualitative data from field supervisors further enrich the findings. Findings – The programme produced varied transformation profiles, with the most substantial growth observed in psychological and identity capital. Psychological capital showed a medium-to-large pre–post effect size (r ˜ 0.45). Cluster analysis identified four participant profiles, holistic transformers, reflective rebuilders, targeted improvers and stagnant participants highlighting heterogeneous outcomes shaped by individual agency and contextual engagement. Field supervisors corroborated improvements in workplace readiness, collaboration and soft skills, but also noted gaps in technical depth and self-management that require further support. Originality/value – This study represents an empirical application of the employability capital framework at scale in an emerging economy. It reconceptualises internships as spaces for identity formation and resilience-building and contributes to international discussions on inclusive work-integrated learning practices and apprenticeship policy reform. © 2025 Emerald Publishing Limited
Purpose – This study investigates the developmental impact of a large-scale national internship programme in Indonesia, using the employability capital framework. It positions internships as transformative psychosocial spaces within higher education. Design/methodology/approach – A pre–post longitud
…
Keywords:
Internship
employability
work-integrated learning
Apprenticeship policy
Emerging economy
0 Citations
10.1108/HESWBL-07-2025-0267
Source:
Asian Education and Development Studies
(2025)
Purpose – This research aims to establish a Construction 4.0 innovation ecosystem framework by identifying its key perspectives and their components to facilitate effective collaboration among various stakeholders. The study also emphasizes the educational and developmental implications of Construction 4.0 adoption, highlighting the role of academia in fostering digital skills, knowledge creation and policy learning for sustainable development. Design/methodology/approach – This research identifies key perspectives and their components within the Construction 4.0 innovation ecosystem framework through a systematic review of peer-reviewed journal articles. Subsequently, the significance of these perspectives and components and their causal relationships is examined using the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method. Findings – From the literature survey, four perspectives and their 18 components are identified for the Construction 4.0 innovation ecosystem framework. The outcomes show that the industry (P2) is the most critical factor on others and academia (P1) and industry (P2) both had mutual interactions. Government (P3) is influenced by academia (P1) and industry (P2). Whereas civil society (P4) is influenced by academia (P1), industry (P2) and government (P3). Research limitations/implications – This study uses a questionnaire-based approach, possibly introducing sample limitations. Other innovation ecosystem framework development methods exist but are beyond its scope. Practical implications – This research aids policymakers in formulating strategies for fostering Construction 4.0 adoption. It also provides industry leaders and academic institutions with insights to enhance collaboration, curriculum modernization and capacity building in emerging digital competencies. The framework thereby links technological innovation with educational transformation and national development objectives. Originality/value – This study presents a novel Construction 4.0 innovation ecosystem framework, offering a structured approach to integrating key stakeholders for successful digital transformation in the construction industry. © 2025 Emerald Publishing Limited
Purpose – This research aims to establish a Construction 4.0 innovation ecosystem framework by identifying its key perspectives and their components to facilitate effective collaboration among various stakeholders. The study also emphasizes the educational and developmental implications of Construct
…
Keywords:
digital transformation
Industry 4.0
Construction 4.0
DEMATEL
Innovation ecosystem
Stakeholder collaboration
1 Citations
10.1108/AEDS-09-2025-0479
Source:
Journal of Communication Management
(2025)
Purpose – The purpose of this conceptual paper is to reflect on the value and influence experiential learning as a pedagogical approach had on me as a PR educator at a university in South Africa to ensure inclusivity and relevance of PR qualifications. The value of reflective practice, as one of the phases in the experiential learning cycle, is highlighted in developing critical thinkers. My role to support, mentoring and develop engaging networks that will benefit students, is discussed against the complex and diverse higher education context. Design/methodology/approach – The approach included a review of latest PR education reports, literature on experiential learning , its role as a transformational pedagogy and the results experiential learning has on students and educators. Findings – The findings indicate that experiential learning is a transformational pedagogy, capable of influencing both PR student and educator to be capable PR professionals. Through external benchmarking such as participation in industry award opportunities students can demonstrate their learning . Originality/value – The original contribution of this conceptual paper is the reflective practice applied to experiential learning as a teaching pedagogy, by a PR educator in a polycontextual environment. © 2025 Dalien René Benecke
Purpose – The purpose of this conceptual paper is to reflect on the value and influence experiential learning as a pedagogical approach had on me as a PR educator at a university in South Africa to ensure inclusivity and relevance of PR qualifications. The value
…
Keywords:
Critical thinking
Experiential learning
reflective practice
Applied communication
PR educator
Student-centredness
0 Citations
10.1108/JCOM-12-2024-0265
Source:
International Journal of Event and Festival Management
(2025)
Purpose – This article explores authentic assessment in event management education, with emphasis on emerging technologies and industry collaboration. It addresses sector-wide concerns around course credibility and employability, examining how authentic assessment can bridge the gap between academic learning and professional practice. Design/methodology/approach – An interpretivist, qualitative approach was used, drawing on focus groups and interviews with UK-based event management academics. Thematic analysis identified key themes in assessment design, technology use and industry engagement. Findings – Academics widely support authentic assessment for its role in developing industry-relevant, employability-focused skills. Technology was used to replicate professional contexts but was limited by institutional constraints, digital inequality and staff capability. Industry partnerships improved assessment relevance but often relied on individual networks and goodwill. A revised version of Gulikers et al.’s (2004b) Five-Dimensional Framework is proposed, incorporating student co-creation, reflexive practice and industry feedback as additional dimensions. Research limitations/implications – The study reflects only academic perspectives within UK event management educators. Further research should include student and industry views and test the revised framework in practice. Practical implications – To support authentic assessment, institutions must provide clearer definitions, targeted staff development and resources to embed industry collaboration in curriculum design. Originality/value – The article offers new insights by highlighting academic perspectives and advancing existing frameworks to better reflect current practice. The proposed model integrates technology, reflexivity and industry feedback, offering a more adaptable tool for vocational disciplines. © 2025 Emerald Publishing Limited
Purpose – This article explores authentic assessment in event management education, with emphasis on emerging technologies and industry collaboration. It addresses sector-wide concerns around course credibility and employability, examining how authentic assessment can bridge the gap between academic
…
Keywords:
employability
technology
Authentic assessment
Authentic learning
Event management education
Industry partnership
0 Citations
10.1108/IJEFM-04-2025-0058
Source:
New Media Applications in Digital Education
(2025)
This study examines the link between thinking styles; legislative, executive, and judicial, and students perceived motivation in digital creativity education. Guided by Sternberg's Mental Self-Government Theory and Keller's ARCS model, it compares learner-paced (DVC-LS) and system-paced (DVC-SS) instructional approaches. Findings reveal that legislative thinkers show greater intrinsic motivation in learner-paced settings, while executive and judicial thinkers respond better to structured, system-paced environments. The results highlight the importance of aligning instructional design with learners' cognitive styles to enhance motivation and engagement in digital creativity education. This alignment can support more personalized, effective learning experiences and inspire sustained interest in creative digital tasks. © 2026 by IGI Global Scientific Publishing. All rights reserved.
This study examines the link between thinking styles; legislative, executive, and judicial, and students perceived motivation in digital creativity education. Guided by Sternberg's Mental Self-Government Theory and Keller's ARCS model, it compares learner-paced (DVC-LS) and system-paced (DVC-SS) ins
…
Keywords:
E-learning
learning systemsEducation computing
intrinsic motivation
motivation
Effective learning
ARCS model
Cognitive styles
Creativity educations
Instructional designs
Motivation and engagements
Structured systems
Thinking styles
Video production
0 Citations
10.4018/979-8-3373-5157-5.ch015
Source:
Education in the Asia-Pacific Region
(2025)
This book presents the results of a Hong Kong study that focused on refugees’ contributions, and potential, to support green urban development. It describes education about sustainability principles in non-formal skills development settings, and the benefits of this learning for refugees. International studies highlight the importance of skills development for disadvantaged groups so they can effectively integrate into accepting societies. However, developing green skills that can help refugees engage in sustainability efforts in new settlements is new and proved successful in our Hong Kong study. Theoretical and practical angles are used to explore the topic and emphasize the importance of a transformative design for skills development programs for disadvantaged groups as an educational response towards challenges of sustainable urban development. The book discusses the interplay between opportunity structures, agency, and the gendered experience and outlines the results of skills training on three levels – personal, community and society. This book applies a novel approach in searching for a positive view on refugees and their role in society. The book also highlights social entrepreneurship and its impact on the personal and community levels, following skills training, in terms of behavioural change and participation in society’s sustainability efforts. Researchers, field workers at NGOs working with refugees, TVET practitioners and policymakers can benefit from this book as it includes recommendations for policy change. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
This book presents the results of a Hong Kong study that focused on refugees’ contributions, and potential, to support green urban development. It describes education about sustainability principles in non-formal skills development settings, and the benefits of this le
…
Keywords:
capacity building for refugees through non-formal learning
education and refugees
education for sustainability and refugees
ESD pedagogy for refugees
evaluative study in sustainability
green skills for refugees
green social entrepreneurship for refugees
refugee agency
refugee empowerment through teaching and learning
refugee women
refugees and sustainable urban development
refugees in Hong Kong
0 Citations
10.1007/978-981-95-1680-3
Source:
Journal of Social Studies Education Research
(2025)
Main objective of the study was to investigate how artificial intelligence (AI) and STEM pedagogy influence students' cognitive performance, academic success, and attitudes. A quasi-experimental design with a pretest-posttest control group was used in the study. The study was conducted among first-to fourth-year students enrolled in the Pedagogical Education Program at Korkyt Ata Kyzylorda University. The study group consisted of 66 students. The experimental group taught the unit "History of Kazakhstan" for eight sessions using activities incorporating artificial intelligence and STEM (modeling, project-based learning ) pedagogies. The control group studied the same unit using traditional expository teaching methods based on the existing curriculum. Data were collected using the "Social Sciences Course Attitude Scale" and the "Achievement Test" developed by the researchers and both were tested in terms of validity and reliability analyses. The achievement test was re-applied as a retention test one month after the implementation. Findings showed that the groups were equivalent regarding attitudes and achievement levels before the implementation. The results of the experiment revealed that the group exposed to the AI×STEM intervention demonstrated significantly improved attitudes towards social sciences, higher academic achievement, and better retention of learning compared to the control group. The AI×STEM-based teaching approach proved to be more effective in enhancing student outcomes than traditional methods. Therefore, it is suggested that the national social studies curriculum be revised to integrate these skills. Based on these findings, it is suggested that AI-and STEM-based instructional practices be systematically integrated into social studies curricula to support student engagement, academic achievement, and long-term learning outcomes. © 2025, Association for Social Studies Educa. All rights reserved.
Main objective of the study was to investigate how artificial intelligence (AI) and STEM pedagogy influence students' cognitive performance, academic success, and attitudes. A quasi-experimental design with a pretest-posttest control group was used in the study. The study was conducted among first-t
…
Keywords:
Artificial intelligence
academic achievement
STEM education
attitude
interactive learning
Digital educational resources
Social classes
Source:
Perspectives of Future Learning: AI through the Lens of Educators
(2025)
This chapter critically examines the evolving landscape of assessment in applied, study-focused educational institutions, particularly institutes of higher learning (IHLs), amid the growing integration of artificial intelligence (AI). As AI becomes more embedded in education and the workplace, traditional assessment methods must be reimagined to remain relevant and prepare graduates for a volatile, uncertain, complex, and ambiguous (VUCA) world. In polytechnics and similar institutions, where practical skills and real-world application are key, assessments should not only measure competencies accurately but also foster future-oriented learning environments. The chapter explores how assessments must go beyond evaluating knowledge retention to include higher-order thinking, adaptability, and real-world application. It highlights how AI can enhance personalisation and feedback, improving learning outcomes, while also acknowledging concerns around fairness, validity, sustainability and ethics. A balanced, well-designed approach is essential—one that leverages AI’s strengths without compromising integrity. Ultimately, rethinking assessment in this AI era is crucial for IHLs committed to equipping students with the skills and mindset to navigate an unpredictable global future. © 2026 selection and editorial matter, Asha Kumaran, Boey Chee Kin, Cleta Milagros Acebedo, Gabrielle Lai, Linda William, Teo Chee Leng, Vijayan N, and Zhang Huiyu; individual chapters, the contributors.
This chapter critically examines the evolving landscape of assessment in applied, study-focused educational institutions, particularly institutes of higher learning (IHLs), amid the growing integration of artificial intelligence (AI). As AI becomes more embedded
…
Keywords:
Sustainable development
Students
artificial intelligence
Computer aided instruction
learning environmentsReal-world
Educational institutions
Practical skill
Higher learning
Higher-order thinkings
Improving learning
Knowledge retention
Personalizations
Traditional assessment
0 Citations
10.1201/9781003599357-9
Source:
South African Journal of Education
(2025)
Rapid technological improvements, globalisation, and demographic changes are causing significant shifts in the global workforce, creating sharp skills gaps that impact both individual employability and organisational competitiveness. Initiatives for lifelong learning have emerged as a crucial means of closing these gaps and empowering people to adapt to changing workplace demands. Both individuals and organisations must be committed to investing in ongoing education and training programmes to achieve such development. Companies can enhance their employees’ skills, stimulate innovation, and maintain a competitive edge in the market by fostering a learning culture. In the study reported on here I explored the effectiveness of these programmes in closing skills gaps in the Niani district of the Limpopo province, South Africa, by using a qualitative approach that foregrounds participants’ narratives and lived experiences. Twenty individuals from various fields, including education (6 principals and 4 teachers), information technology (3 IT specialists and 2 trainers), and manufacturing (3 industry experts and 2 trainers), participated in semi-structured interviews as part of a qualitative case study. Through a thematic analysis I identified a lack of knowledge about available learning possibilities, restricted resource access, and a lack of congruence between training programmes and labour market demands. According to the survey, current programmes have encouraged lifelong learning in the neighbourhood. To boost the effectiveness of lifelong learning initiatives, I suggest expanding funding for educational programmes, ensuring that the curriculum is tailored to industry demands, and launching outreach activities to enhance awareness of the value of lifetime learning . © 2025, South African Journal Of Education. All rights reserved.
Rapid technological improvements, globalisation, and demographic changes are causing significant shifts in the global workforce, creating sharp skills gaps that impact both individual employability and organisational competitiveness. Initiatives for lifelong
learning
Keywords:
lifelong learning
Teacher development
Workforce readiness
educational initiatives
skills gaps
0 Citations
10.15700/saje.v45n4a2721
Source:
OIDA International Journal of Sustainable Development
(2025)
In the era of globalization, the educational process increasingly requires the integration of innovations driven by technological progress and socio-economic changes in the management and organization of education. The adaptation of digital technologies to educational programs has become a crucial element of this transformation. Communication skills now represent an essential component of the learning process. In the context of widespread digitalization, it is vital to develop new educational goals and objectives that enhance competence, flexibility, and adaptability among students and teachers. Consequently, the study of modern information technologies in educational management, particularly through the lens of European experience, is highly relevant for improving educational practices, increasing institutional competitiveness, and ensuring the quality of teaching in the digital age. The purpose of this study is to analyze the implementation of innovative approaches to managing the educational process based on European experience. Special attention is given to the impact of digital technologies, personalized learning programs, and collaboration skills on the overall effectiveness of education. The study employs commonly accepted methods of analysis, systematization, and generalization. The effectiveness of educational tasks was assessed using expert evaluations in two groups: teachers (n = 15) and students (n = 15). To verify the objectivity of grading, the JASP software package was used, applying the Bayes factor paired t-test, logistic analysis, and stability testing of Bayes factors. Correlation analysis revealed significant relationships between access to individual learning resources (r = 0.57, p = 0.043), success in online learning (r = −0.45, p = 0.123), and motivation to use learning methods (r = 0.43, p = 0.129). The verification of expert assessments confirms that the proper implementation of managerial functions and digital tasks effectively promotes digital skills among both teachers and students. To further enhance the educational process, it is essential to integrate digital technologies, develop personalized learning environments, and strengthen motivation and adaptability—especially under conditions of distance education. © Authour(s).
In the era of globalization, the educational process increasingly requires the integration of innovations driven by technological progress and socio-economic changes in the management and organization of education. The adaptation of digital technologies to educational programs has become a crucial e
…
Keywords:
education
change management
learning digital communications
ecological culture
management of educational institutions
