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"learning"

Associations among self-efficacy, intrinsic motivation, and instructional methodologies fundamentally determine the success of skill acquisition within educational frameworks. This study assessed the impact of inquiry-based and computational thinking pedagogies on the outcomes among 132 students from two universities in Enugu State. The study adopted a quasi-experimental design using five instruments to assess students’ experiences. Hierarchical Multiple Regression and 5000 re-samples BC bootstrapping via the PROCESS macro were employed to test hypotheses and examine the relationship between student engagement and achievement. The study found that inquiry-based and computational thinking pedagogies improved achievement and retention, with ability, belief and intrinsic motivation as mediators. This study contributed to extant literature by integrating the mediators into computational thinking and inquiry-based learning, presenting a groundbreaking framework that enhances critical skills acquisition in Nigerian universities. The study recommended integrating these methods into Nigerian university frameworks to enhance students’ academic achievement, retention, and critical skills acquisition. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

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.

Purpose – In the ever-changing landscape of education, new policies play a very crucial role in shaping the future trajectory of nations. The National Education Policy (NEP) 2020 stands as a testament to the commitment toward redefining the educational paradigm in India. This research aims to identify the critical success factors (CSFs) and present a roadmap to facilitate the implementation of NEP 2020 in Higher Education Institutions (HEIs). Design/methodology/approach – A dual-research method is used in this study. First, a systematic literature review was performed to identify the CSFs. Furthermore, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) method was implemented to rank CSFs. Findings – The study identifies the CSFs essential for the effective implementation of NEP in Indian HEIs. A comprehensive strategic roadmap, integrating institutional theory, diffusion of innovation, and policy implementation frameworks, is proposed to guide HEIs in aligning with NEP objectives. Additionally, context-specific solutions inspired by global best practices ensure localized and inclusive implementation. The findings highlight NEP 2020s emphasis on multidisciplinary education, digital transformation, equity-driven policies, and institutional restructuring. Practical implications – This study advances multidisciplinary education models, equity-driven policy, and technology-driven reforms. Practical insights include flexible learning pathways, multilingual education, vocational training integration, and quality assurance mechanisms, fostering innovation and global competitiveness in India’s higher education landscape. Originality/value – This groundbreaking research identifies and prioritizes CSFs, also offers a unique strategic roadmap combining institutional and innovation theories for NEP 2020 implementation. It incorporates global best practices and context-specific solutions for transforming India’s higher education ecosystem comprehensively. © 2025 Emerald Publishing Limited

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