Search Results for
"Students"

The Teacher–AI–Student Triadic Model is proposed as a conceptual framework for advancing sustainable and human-centred artificial intelligence (AI) integration in vocational education. Responding to the growing demand for work-ready and sustainability-oriented graduates, the model reconceptualises the roles of teachers, students, and AI systems within AI-enhanced learning environments. Developed through a conceptual research methodology, the model draws on an in-depth literature review and synthesises constructivist learning theory, social learning theory, and competency-based education. It emphasises dynamic interactions among teachers, AI, and students as central to fostering adaptive learning, ethical reasoning, and sustainable thinking. Within the triadic structure, teachers function as ethical mentors and learning architects, students as self-regulated and adaptive learners, and AI as an intelligent collaborator supporting personalised learning and formative assessment. The model illustrates potential applications in vocational contexts, including green technology simulations, virtual laboratories, AI-supported assessment, and sustainability-oriented entrepreneurship training. By embedding the Sustainable Development Goals as a core pedagogical capability rather than a peripheral objective, the model offers a vocationally specific, ethically grounded framework aligned with the transition toward Society 5.0. This study contributes a structured foundation for future empirical research, policy development, and responsible AI implementation in vocational education. © Universiti Telekom Sdn Bhd.

Extra-curricular activities do not involve grading or credit awards towards student’s academic performance. This makes them ‘inconsequential’ to many students or parents whose concern is the final degree and see them as an opportunity cost or as zero sum activity further aggravated by universities rarely or never funding them. Participation in extra-curricular activities depends on students’ motivation and goal achievement through the activity. Depth and width of benefits from the self-regulated learning is driven by student’s readiness to gain from the activity and super ordinated goals on future use of the skills and competencies. This paper documents a graduate tracer study conducted on a group of students (all under full-time mode of study) who had participated in Entrepreneurial Actions in Us (ENACTUS) program as an extra-curricular activity in the Kenyan universities. The study hypothesized a positive relationship between extra-curricular activities and employability. It aimed to unearthed skills gained from ENACTUS projects and how they have contributed to graduates’ success in employability. It also looked into the uptake of self-employment by graduates and how extra-curricular activities can help. Finally, quality and relevance of training received and how it can be improved were assessed. Mixed research methodology was used. Snowball and purposive sampling method was used to get graduates who participated in ENACTUS project activities. Questionnaires were used to collect data in Google form format. Both quantitative and qualitative data were analyzed. From this study, extra-curricular activities through ENACTUS program in Kenya are giving skills which are ultimately assisting graduates to gain employability. Most of the graduates with these skills gain employability within the first 6 months. There is a paradigm shift in employability as some of the graduates are engaging in self-employment and most of those in formal employment are concurrently also engaging in self-employed activities. The study recommends change on educational policy to make extra-curricular activities prestigious by recognizing them as tools enhancing employability. Additionally, flexibility on the curricula should be encouraged to enhance relevant skills development especially in the fast-moving world as a result of technology and artificial intelligence. Recognition and appreciation of faculty advisors should also be put in practiced for 360° motivation for sense of belonging and achievement. The study also recommends flexibility on graduates for identification of opportunities and use locally available resources to solve problems. This will enable them have social enterprises and therefore bridge gaps of unemployment. © The Author(s) 2025

Visual art education for students with gifts and talents is a topic rarely explored by researchers. Many researchers examined how giftedness is defined in different cultures, but few studied the differences in services provided for students identified with gifts and talents. A comparison of visual art education in China and the United States highlighted how different cultures emphasized different aspects of visual art ability and developed different systems to cultivate artistic talent. This study explored the differences and similarities in visual art teaching in both countries, focusing on key skills that Chinese art teachers prioritize, ways that Chinese high schools support talented students, and the roles of art teachers in both countries. Using content analysis, this study examined the art curriculum standards, national policy documents on visual arts, authoritative analyses, and the official websites of five representative art universities and high schools. The findings highlighted China's emphasis on technical proficiency in art education, contrasting with the United States' focus on self-awareness and creative expression. These differences shaped art education provided for students with gifts and talents in visual arts and the students’ development in both countries, offering valuable insights for educators and policymakers. © The Author(s) 2025