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This article examines how a STEAM-based teaching intervention supported by Digital Learning Objects (DLOs) influenced primary school teachers’ preferences and attitudes toward ICT use in teaching. The intervention was designed based on the STEAM approach, implemented using the project method, and its activities focused on cultivating soft skills. The goal of the intervention was to familiarize teachers with a list of clearly defined characteristics of ICT-based teaching, which included three general characteristics: Grade level, Subject area of technology use, and the Interactive nature of digital resources; three teaching features of digital learning objects: Reusability, Generativity, and Adaptability; and four technical features of DLOs, namely Interoperability, Accessibility, Durability, and Interactivity. To explore the significance of these characteristics in primary school teachers’ choices to integrate digital resources into their teaching, Discrete Choice Models were employed to a sample of 102 participants. The analyses revealed a statistically significant increase in the influence of DLOs’ teaching and technical features on teachers’ preferences post-intervention. Regarding general characteristics, teachers continue to favor interactive resources, while differences between Subject areas disappear. Additionally, a UTAUT-based scale measured attitudes toward ICT, with Wilcoxon tests indicating significant improvements in four factors within the experimental group. The findings could inform the development of more suitable digital resources and targeted professional development programs for DLO integration. Moreover, the intervention’s methodology, structure, and content could serve as a model for future activities within Skills Workshops. © The Author(s) 2025.

In 2012, in a context of high youth unemployment and under the influence of the European Union, Spain, began adopting dual vocational education and training (VET), initiating a policy transfer process that culminated in 2022 with legislation establishing duality as a defining feature of the national VET system. This article analyses the discourses and justifications expressed by national actors, focusing on the expected benefits that supported the adoption of dual VET during this phase. This study employs a qualitative methodology combining document analysis and semi-structured interviews. Data were analysed using Reflexive Thematic Analysis to ensure a structured and rigorous approach. The research focuses on governmental, business, union, and educational actors, as well as foundations promoting dual VET, with data collected at the national level and in the autonomous communities of Andalusia and the Basque Country. The analysis identifies four main justifications for the adoption of dual VET in Spain, with the first two being the most widespread: (A) as a solution to the mismatch between qualifications and labour market demands, focusing on employers; (B) as a tool to improve youth employment and reduce unemployment, focusing on young people; (C) as a catalyst for training partnerships and systemic improvement; and (D) as a tool to reduce dropout rates. The two most widespread justifications (A and B) reflect international trends and the educationalisation of economic problems. Although actors cited Central European models, critics questioned their relevance, pointing to earlier national reforms, regional labour disparities, and stronger VET outcomes than university education. Justification C presented dual VET as a tool to foster collaboration and address underinvestment in public training infrastructure. Justification D, the least prominent, associated dual VET with reducing early school leaving, an idea supported by employers and foundations but not by unions. © 2025 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Introduction: This article presents an innovative educational practice to promote transversal competences in computer engineering university students, through Project Based Learning (PjBL), providing students with the benefit of experiential learning. Challenges of a social nature were chosen, which are related to demographic aging. Once the course information has been collected, the challenge was to identify whether the students have really acquired the cross-cutting competencies that they should have developed on the course. Methods: After applying the model and pedagogical design of the Project-Based Learning (PjBL) methodology, and given the characteristics of the information sources used, a research design was carried out from a qualitative approach through the grounded theory method whose purpose is to induce substantive theory, related to learning, application, and emergence of transversal skills and the pedagogical strategy of the course. Results: The cross-cutting competencies identified were collaboration for efficient teamwork, communication among team members, and support and communication with the teacher and were noted to be of great importance for finishing with a high-quality final project. Discussion: Unlike other studies that are based on the evaluation of learning through grades, self-reported questionnaires, rubrics, tests, interviews, observation, self-reflection journals, etc., this research was conducted from a qualitative approach through the grounded theory method. According to the results obtained, it has been possible to identify the most relevant language elements for the studies and thus infer the acquisition of transversal competencies in university students of computer engineering, developed through the PjBL technique, providing students with the benefit of experiential learning. © © 2025 Noguez, Ortega Gutiérrez, Neri and Rubio.

Collective skill formation systems were central to sustaining a high-road to economic development while upholding social inclusion in industrial societies. But can they still deliver on both economic and social grounds in knowledge-based societies? The article argues that the transition to the knowledge economy may in fact strengthen the ‘traditional’ advantage of collective skill formation systems over other skill formation systems on both economic and social grounds while simultaneously, however, exerting pressure on them to recalibrate some of their underlying policy arrangements. It is argued that this dual relationship has to do with the institutional architecture of collective skill formation systems, in particular, their ‘shared governance’ between employers, unions and governments, and with the nature of technological change in the transition to the knowledge economy, in particular the bias toward complex cognitive skills that it produces. Quantitative and qualitative evidence lends overall support for the argument. Regression analysis shows that collective skill formation systems are still positively associated with a range of socio-economic outcomes also in the new knowledge economy, although conditional analyses suggest that they may be subject to ‘diminishing returns’ on social inclusion grounds, i.e., their ability to effectively perform a social policy function is confronted with greater challenges at high levels of technological intensity. Case studies of Austria, Germany, and Switzerland show how collective skill formation systems have adapted to the knowledge economy following country-specific patterns. © The Author(s), 2025.

This study explores the application of the Naïve Bayes algorithm within the framework of Project-Based Learning (PjBL) to predict student graduation timing and likelihood. The evaluation of student competencies across several performance dimensions, such as problem analysis, project planning, data preparation, feature extraction, and algorithm implementation, demonstrates the effectiveness of the approach. Predictive analysis and result interpretation were successful, indicating a strong correlation between project-based learning outcomes and graduation success. Additionally, the research uncovers insights into the role of creativity and innovation in predicting student graduation. This study highlights the potential benefits of integrating PjBL into educational curricula and underscores the utility of the Naïve Bayes method in forecasting graduation outcomes in higher education. © 2025 Khairi Budayawan et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. The article is published with Open Access at https://www.temjournal.com/

Transitions are significant turning points in young people’s lives as they enter adulthood. However, for learners with an intellectual disability (ID), this transition comes with effort. To identify and clarify current practices that influence school-to-work transition for learners with mild ID, the Joanna Briggs Institute (JBI), the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) were followed in conducting this scoping review. A 5-step process was followed: the research question was identified; related studies were identified through an electronic grey literature search and databases; studies were selected; the data were charted; and lastly the findings were organised, summarised and reported on. Thirty-one (n = 31) articles published between 2009 and 2021 were included in this review. The current practices associated with school-to-work transition were learnerships or internships, vocational training, transition planning, collaboration effort, independent living skills training, family involvement, self-determination, social skills training, career counselling, and employers’ involvement. School-to-work transition for learners with mild ID is a complex, multifaceted process. These practices are necessary to support effective transition across life stages. © 2025, South African Journal Of Education. All rights reserved.

This study investigates the role of perceived support from teachers, peers, and parents in fostering school belonging among vocational high school students. A total of 567 students participated in this research. Data were analysed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that perceived teacher emotional support, perceived teacher instrumental support, and perceived parental emotional support significantly predict students’ sense of school belonging. Among these, only perceived teacher emotional support demonstrated a substantive impact, albeit with a small effect size. These findings differ from those of prior studies, suggesting the need for further research that explores how variations in the conceptualization of school belonging and sample characteristics may influence the results. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The purpose of this article is to characterize the main stages in the development of professional education in fashion and textile branch. It is stated that by the end of the nineteenth century, apprenticeship prevailed in the training of tailors. It has been found that vocational fashion schools were established for the training of qualified workers in the textile, clothing, knitwear and footwear industries, as well as consumer services. At the present stage, these are multidisciplinary institutions that train skilled workeforce in the fields of technology, design and service. © 2025, Synthetic and Art Silk Mills Research Association. All rights reserved.

Background. Peer-to-peer feedback is crucial in the development of clinical abilities. However, owing to the differences in cultural backdrop, peer-to-peer feedback can be difficult to embrace and follow in a positive manner in Saudi Arabia. Objectives. The purpose of this study is to analyze family residents’ perceptions of peer-to-peer feedback on clinical examination skills. Material and methods. This descriptive cross-sectional quantitative and qualitative study was done in 2023 at the Ministry of Health’s Postgraduate Academy of Family Medicine in Alhasa, Saudi Arabia. 83 family medicine residents were invited, and 66 consented to participate. Residents’ perceptions were analyzed using a well-established and validated questionnaire. Results. The results indicate that most of the residents expressed a positive attitude toward peer-to-peer feedback as a valuable learning activity for skill improvement and addressing deficiencies. Nevertheless, some concerns were raised, including feelings of embarrassment, potential bias, personal judgments, a lack of medical knowledge among peers, and varying experiences with feedback delivery. In response to these concerns, residents suggested several improvements for peer feedback, such as conducting regular, supervised, and anonymous feedback sessions and organizing preplanned sessions on specific subjects before the feedback sessions. Conclusions. This study highlights the positive reception of peer feedback among family medicine (FM) residents, emphasizing its role in professional development and addressing weaknesses. Our findings reveal areas for improvement in FM residency programs, including creating a supportive feedback environment and enhancing feedback quality through training and valid instruments. © 2025, Polish Society of Family Medicine. All rights reserved.

The assessment of competencies in the training of future physical education teachers is crucial to ensuring their preparedness and the quality of their professional performance. Various methods are available to measure these competencies, which are essential for understanding the development of specific skills in the educational field and their impact on teaching practice. This study aimed to analyze the types of instruments used to assess competencies during the training process of future physical education teachers. A systematic review of published articles was conducted, covering all available years up to the search date (August 2024) in the WoS, Scopus, SportDiscus, and ERIC databases. The review followed the PRISMA statement. Out of a total of 820 studies, 33 relevant documents were identified and classified into four categories: a) Questionnaires/Surveys; b) Rubrics; c) Observation Scales; and d) Knowledge Tests. The review highlights that although questionnaires and rubrics are commonly used, they are insufficient for evaluating competencies in physical education teacher training. This underscores the need for more dynamic tools, such as simulations, case studies, or performance-based assessments. Furthermore, combining questionnaires with methods that capture performance in real contexts enhances evaluation accuracy and provides a more comprehensive understanding of teacher development. © 2025, Campus EDUCA SPORTIS S.L.. All rights reserved.