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"Students"

Purpose – This study aimed to investigate the impact of ChatGPT on students’ self-efficacy, anxiety and motivation within blended learning environments. Design/methodology/approach – A correlational quantitative method was employed using the data collected through an online questionnaire distributed randomly to 293 science and engineering students from 2 state universities in South Sulawesi, Indonesia. Measurement analysis was conducted to assess instrument validity, and structural equation modeling (SEM) was used to examine the relationships between the constructs. Findings – The results indicate that self-efficacy and motivation significantly enhance student performance in blended learning, with the positive effect of self-efficacy moderated by ChatGPT. Although anxiety had a positive, though not significant, effect, the interaction between anxiety, motivation and ChatGPT still demonstrated a positive effect on learning performance. Research limitations/implications – This study highlights the moderating effect of ChatGPT on motivation, anxiety and performance, emphasizing the need to understand educational contexts and individual differences. The study was limited to a specific student population and a short duration of ChatGPT usage, potentially restricting generalizability. Future research should explore diverse educational settings, disciplines, long-term effects and qualitative methods to gain deeper insights. Originality/value – This study provides valuable new insights into the use of AI technology in education from the psychological perspective of students and offers practical implications for improving future learning strategies. © 2025 Emerald Publishing Limited

Higher education institutions (HEIs) in Australia have responded to their environment – driven by government and industry - and cultivated a skills focus when it comes to employability of its graduates. However, this has led to criticisms of a ‘job factory’ with minimal thought given to longer-term lifelong learning orientations and at the core, the students themselves and their values. With a quasi-field experiment design, using both phenomenology and surveys, 15 undergraduate and postgraduate students were exposed to a range of experiences exploring the role of values in career choice and career development. Findings reveal that students appreciate the focus on values as a currency of the employability equation. Five core themes arose out of the research: amplified career awareness; entrepreneurial thinking; anxiety; educational purpose; and understanding personal values. These findings pose questions for HEIs: whether to incorporate a discussion on values as part of employability; how to achieve this in a manner which reaches all students; and when is best to do so. Participants unanimously felt that the penultimate year of study is the ideal time to have a conversation with students not based on skills transferability into the workplace, but values transferability. © (c) 2026 Jeffrey Naqvi. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. https://creativecommons.org/licenses/by-nc/4.0/

Artificial intelligence (AI) has become a transformative force across industries, with education and employment services increasingly adopting intelligent solutions to enhance efficiency and quality. In higher vocational education, the growing need for accurate internship placement and effective employment support underscores the value of integrating AI into institutional practices. Vocational colleges offer a valuable context to examine how data-driven systems can optimize the transition from education to the workplace. This paper investigates the application of AI within the National Smart Platform for Internship and Employment at Shanghai Vocational College of Science and Technology. Methodologically, it employs RealMLP with strong meta-tuned default parameters, a modern machine learning framework tailored for structured tabular data, to analyze survey responses from graduates using the platform. RealMLP balances efficiency and accuracy, while the meta-tuned defaults reduce the need for extensive hyperparameter tuning, making it practical for large-scale educational datasets. Results show that this approach effectively identifies the key factors influencing graduates' satisfaction, employment outcomes, and platform perceptions. More broadly, the analysis highlights which dimensions of the intelligent employment system most significantly affect students' overall experiences. By uncovering these patterns, the study provides evidence-based insights for understanding the impact of AI-driven analytics on vocational college internship and employment services. © 2025 Copyright held by the owner/author(s).

The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts. © (2026), (University of Windsor), All Rights Reserved.

The demand for creative and innovative problem-solvers in industry has encouraged educators to integrate STEM (Science, Technology, Engineering, and Mathematics) with practical technological tools such as Computer Numerical Control (CNC) into the learning environment. This article presents a learning-centered CNC-based STEM course designed to enhance students' creative and innovative skills through project-based learning and student-centered pedagogies. The method employed in this study uses a mixed-method approach to comprehensively understand the impact of CNC-integrated STEM learning on students' creativity and innovation. The article provides a nuanced view of how CNC-STEM learning influences student outcomes. The project-based (PBL), student-centered learning model empowers students to design, build, and critically evaluate original CNC projects. Improving creativity and innovative skills with STEM-based CNC education includes: using PBL in CNC education gives students the opportunity to work on real-world projects, which stimulates their critical and creative thinking. students gain creative thinking and imaginative problem-solving skills by creating and producing their own items. Collaborative learning using STEM-based CNC instruction promotes student cooperation. When students work in groups, they exchange ideas, solve issues together, and gain knowledge from one another, which develops their innovative and creative thinking, and using STEM to support teaching factory. © 2026 by the authors; licensee Asian Online Journal Publishing Group. This work is licensed under a Creative Commons Attribution 4.0 License

This study explores the potential of a physics learning module that integrates augmented reality (AR) and guided inquiry to support vocational students’ development of 21st-century competencies. The module was implemented in three Indonesian vocational high schools involving 100 students, using a one-group pretest–posttest design. students’ competencies in critical thinking, creativity, communication, collaboration, and digital literacy were assessed using structured performance-based tasks before and after the intervention. Results showed statistically significant pre-and post-improvements across all assessed domains, with the most notable gains observed in collaboration (〈 g〉 = 0.34, d = 0.93) and communication (〈 g〉 = 0.30, d = 0.78). These within-group changes indicate promising patterns of skill development; however, the absence of a control group precludes definitive conclusions about the effectiveness of the intervention. The findings align with previous studies suggesting that immersive technologies may support 21st-century competencies, particularly when integrated within structured, inquiry-based learning environments. Caution is advised in interpreting the results as preliminary rather than conclusive. These insights may inform future instructional designs in vocational education and highlight the need for further research using more rigorous comparative designs across diverse learning contexts. © 2026 by the authors of this article.