Search Results for
"deep learning"

Purpose This research aims to gain insight into the stereotypes surrounding vocational education and its groups from the students’ perspective. Building upon this basis, it seeks to explore the content, characteristics and solution strategies for stereotypes associated with vocational education and its groups. Design/methodology/approach It utilized interviews and the stereotypic explanatory bias (SEB) questionnaire to gain insight into and analyze the stereotypes associated with vocational education and its groups. A total of 40 vocational students participated in the interviews; 87 vocational students completed the SEB questionnaires about stereotypes about employment opportunities and professional development in vocational education, whereas 215 vocational students finished the SEB questionnaires regarding stereotypes about their academic learning ability. Findings The results of the SEB questionnaires show that vocational students commonly have negative preconceptions about their employment opportunities and professional development, which align with society’s negative stereotypes about vocational education. However, they do not hold significant stereotypes about their academic learning abilities, which shows that vocational students do not engage in self-deprecation or internalize the belief that their academic learning abilities are inferior to others. Research limitations/implications This research is beneficial for broadening and enriching the understanding of stereotypes about vocational education and its groups. Due to the limitations of the data, future research could provide a deeper understanding of stereotypes about vocational education by collecting more data, integrating self-reported methods and analyzing from more diverse perspectives. Practical implications The research findings provide valuable insights into the content and characteristics of stereotypes related to vocational education and its groups. These findings offer strategic guidance and ideas for reducing negative stereotypes, challenging the prevailing “degree supremacy” mindset and enhancing the societal recognition of vocational education. Originality/value This study distinguishes itself from prior research on gender, race and occupation stereotypes by investigating stereotypes about education. It expands and enhances the existing body of research on stereotypes and vocational education. © 2025 Emerald Publishing Limited

In the face of the high requirements of vocational education for practical skills training, as well as the poor results and high costs of traditional training, this study aims to build an efficient and intelligent virtual training and simulation operation platform by introducing generative artificial intelligence technology to improve teaching quality and learning efficiency. This paper uses the adversarial generation ability of GAN and combines it with the knowledge graph in the field of vocational education to generate a high-fidelity and scalable virtual training environment. The variational autoencoder (VAE) is used to dynamically adjust the scene parameters to adapt to the needs of different majors and skill levels. Based on the Transformer multimodal dialogue model, a real-time operation guidance system integrating virtual and real is constructed. The physical engine is combined to simulate the feedback of equipment operation, and the long short-term memory network (LSTM) is used to capture the characteristics of the trainee’s operation sequence, dynamically predict potential errors and trigger correction prompts. This paper also uses the deep reinforcement learning (DRL) framework to build a personalized evaluation agent, using the trainee’s operation data as the state space to generate targeted training suggestions. The average operation accuracy of the experimental group students reaches 89.715%, the highest skill assessment pass rate reaches 100%, and the overall distribution is more concentrated, reducing the cost of practical training. In addition, teachers and students highly evaluated the teaching adaptability, operation guidance and error correction functions of the platform. The teaching platform proposed in this study provides a new path and strategy for the modernization of vocational education. © 2025 Copyright held by the owner/author(s).

The rapid advancement of artificial intelligence (AI) has presented transformative opportunities for education, particularly in addressing the limitations of traditional lecture-based teaching methods commonly employed in large-class settings. While these methods efficiently deliver content, they often fail to foster active engagement, critical thinking, and collaborative learning. Grounded in Constructivism learning Theory, this study explores the potential of AI to enhance student-centered learning and overcome the inherent challenges of large-class instruction in higher education. Conducted across three universities in China and Malaysia from 2023 to 2024, this quasi-experimental research introduces a novel AI-empowered, student-centered teaching strategy (Active learning, Situational Discussion, Inductive Teaching, Feedback). Designed to foster engagement, adaptability, and deeper learning in large-class settings, ASIF teaching strategy integrates AI to create dynamic, personalized, and interactive educational environments. Results demonstrate that the AI-empowered ASIF teaching strategy significantly enhances learning outcomes compared to traditional methods. This research demonstrates the potential of the AI-empowered ASIF teaching strategy to address the limitations of traditional teaching methods in large-class contexts, offering a scalable, student-centered solution that enhances educational outcomes. Additionally, it advances Constructivism learning Theory by expanding its practical applications in modern education, establishing new theoretical and pedagogical frontiers. © National Science and Technology Council, Taiwan 2025.

This study aims to present effective teaching strategies for speaking and reading skills among EFL learners at Al-Zaytoonah University in Jordan. In order to achieve this study, a quasi-experimental research design was employed focusing on the development and evaluation of active learning strategies for instructional lessons for first-year EFL students. Deeply, it aims to involve the creation of active learning strategies for these EFL learners by implementing an intervention to incorporate interactive activities and real-world problem-solving tasks to engage students actively in the learning process. It is designed to align with the common curriculum standards and learning objectives for reading and speaking EFL skills among these students. Then, an interview and a questionnaire were conducted among participants. The study revealed teaching reading and speaking skills with active and digital approaches improves English learning. According to the post-test findings, questionnaires, and interviews, digital learning tools like TED Talks and online courses like Perfectly Spoken help students improve their language skills, especially when combined with active classroom teaching. The results showed that EFL students value instructor input for developing speaking and reading. Setting personal learning goals and picking instructional materials boosts motivation and skill development. Grouping and achieving academic objectives assist students in building speaking and reading skills by allowing them to communicate with peers. The interviews showed that choosing the right time and place to study improves learning, and the test results showed that the experimental group that used active/innovative teaching methods made more progress than the control group. in regard to the development of new teaching strategies of speaking and reading skills among EFL learners in Jordan, it is important to improve EFL learners' reading and speaking skills, internet courses and educational video sites should be used alongside traditional teaching techniques. Such findings may help academic institutions e.g., universities and schools in Jordanian context. Policy-makers and EFL learners and teachers can combine technology, self-paced learning, and collaborative learning to improve student performance and enable real-world language use. They emphasise supporting learners in developing personal goals and creating a collaborative and participatory atmosphere. © 2025 Sciedu Press. All rights reserved.

Research is a key component of higher education, promoting deep learning, critical thinking, and problem-solving skills. The Academic Body of Engineering and Systems (InySis) organizes the colloquium of research initiation: proactive university students (CIIEUPA) each academic cycle (A and B) to foster research as a fundamental tool for students’ educational and professional development. This qualitative, descriptive study aimed to determine the skills acquired by students participating in CIIEUPA. The action-research methodology was employed, with participant observation used as the data collection technique. The sample consisted of second and third-semester students from the Software Engineering Competence Unit from the 2022A and 2022B cycles. The results revealed that participation in the colloquium enriched students with experiences that fostered teamwork, effective communication, critical thinking, and leadership. CIIEUPA, as an active collaborative learning methodology, allowed students to share their findings with the academic community, strengthening their commitment, and motivation toward research. Such initiatives contribute to learning and play a crucial role in the holistic development of students, promoting their growth in both academic and professional fields. This approach demonstrates the value of integrating research into the educational process, allowing students to engage meaningfully with their discipline while developing essential skills for their future careers. © 2025 Institute of Advanced Engineering and Science. All rights reserved.

Advanced technological innovations and problem-solving across various domains demand proficient programming skills. Thus, developing and measuring computational competencies are critical in this modern digital era. Despite their significance, assessing these competencies is challenging, especially when catering to personalized learning needs. Several assessment methods are available, yet there is a lack of fast, adaptable and validated evaluation tools. This study addresses this gap by developing and validating adaptable rubrics for assessing computational competencies and fostering improved learning outcomes in the computer programming domain. The preliminary rubric was developed per the JAVA programming curricula, educational frameworks, and experts' opinions. A sample of 300 students studying the JAVA programming language were assessed via a multiple-response objective assessment based on the initial rubric. The rubric-based evaluation results were subjected to rigorous statistical analyses, including exploratory and confirmatory factor analyses, correlation, and regression analyses. The findings yielded a four-factor validated adapted rubric structure emphasizing the required computational competencies in the programming domain. Further, moderate associations between rubric scores and Java academic evaluations were revealed, highlighting the predictive validity of rubric-based objective assessments. This research work contributes to the refinement of rubric and assessment practices in programming education, offering insights into the role of adaptable rubrics in promoting student learning and suggesting pedagogical approaches. The findings of this study hold practical implications for educators, curriculum designers, and policymakers. The targeted interventions, adapting rubric-based assessment criteria, improving pedagogical strategies, and enriching curriculum design ensure that the learning experiences of programming learners are tailored to their individual needs and aspirations. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Technology integration in technical and vocational education has gained attention as educators seek innovative methods to enhance learning effectiveness. This study investigates the effectiveness of integrating Mobile Simulation-Based learning (MSBL) with traditional hands-on laboratory instruction in enhancing students' learning performance in basic electronics. A quasi-experimental mixed-methods approach with a pretest-posttest control group design was employed, involving 40 higher education students. learning performance was assessed using researcher-developed multiple-choice tests, while semi-structured interviews captured students’ perceptions. Results indicated significant improvement in learning outcomes for both groups; however, the experimental group showed a notably greater increase in scores (mean gain = 9.10) compared to the control group (mean gain = 6.85). This suggests that MSBL uniquely facilitates deeper conceptual understanding and practical skill acquisition due to its accessibility, interactive nature, and seamless integration with physical laboratory experiences. Students reported increased flexibility, enhanced metacognitive awareness, and a smoother transition between theoretical and practical learning environments. Practically, this study underscores the scalability and effectiveness of MSBL compared to traditional digital tools, offering institutions a more adaptable and cost-effective approach to delivering technical education. The findings recommend systematic MSBL integration into TVET curricula and specialized instructor training for optimal implementation, ultimately improving students' competency and industry readiness. © 2025, Penerbit UTHM. All rights reserved.

This study aims to assess the level of teacher leadership (TL) and its influence on student leadership skills (SLS) in Malaysian Fully Residential Schools (FRS). A total of 355 FRS teachers participated as study respondents. The findings indicate that both TL and SLS are at a very high level, with mean values of x̄ = 6.22 and x̄ = 5.99, respectively. Using the Structural Equation Modeling (SEM) approach, the study confirms that TL behavior positively influences SLS in FRS (β = 0.971). These results highlight the significant role of teachers in shaping students' leadership capabilities. FRS teachers not only exhibit strong leadership qualities but also actively nurture student leadership through various mechanisms. They foster teamwork, build positive relationships, communicate effectively, and encourage innovation, all of which contribute to a holistic learning environment. However, while teamwork is particularly strong under the Exhibiting Leadership Character component, the Competence in Building Trust component appears to be relatively lower than other aspects of TL. This suggests the need for principals to cultivate a deeper culture of trust within schools, ensuring that teachers feel empowered to lead with confidence and autonomy. In terms of SLS, despite the overall high level, emotional intelligence especially in conflict management emerges as a weaker area compared to other components. This finding is significant because deficiencies in conflict resolution skills may serve as an early indicator of bullying, which remains a persistent issue within the national education system. Therefore, greater emphasis on conflict resolution training is necessary. Future research should explore conflict management as a potential mediating variable that links teacher leadership to student success, providing deeper insights into the mechanisms that drive leadership development in FRS. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Examining disaster cases offers an opportunity to learn from past failures, without individuals and companies having to experience these themselves. However, to be confident in such professional learning experiences, we need to evaluate their value beyond the learning moment. In this paper, we examine what participants could recall from a series of workshops that used case based methods to cultivate knowledge of non-technical capabilities in the service of public safety among engineers. The workshops included discussion cases, role plays, and serious game learning methods constructed from real and imagined disaster scenarios. As part of a suite of methods evaluating the workshop's effectiveness, we conducted semi-structured interviews with participants three months after the workshops. Our findings suggest that source material from within a participant's sector supports recall of technical details from a technical specialist position in the sector. We observed source material from another hazardous industry sector as linked to more general safety lessons and often from the perspectives of non-engineering professionals and the public. Workshops involving a role play element (role play cases and the serious game) facilitated lessons about the social nature of engineering, where with discussion cases participants took lessons principally related to management of particular hazards. Participants typically could not name the non-technical capabilities, but in their discussion of the cases in interview they showed a knowledge of these non-technical capabilities, i.e., the generic lesson is bound to the narrative, rather than recalled abstractly indicating deep learning outcomes. © 2025 The Author(s)