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"human"

Investment in higher education is crucial to foster human capital growth, which enriches the national economy. As a result, academic institutions face increasing pressure to focus on enhancing the employability of their graduates. Overall, numerous factors are observed to affect the employability of university graduates, including the graduates themselves (knowledge, experience, skills, attitudes), quality in higher education (curricula), and the dynamics of the labour market. In Vietnam, university quality assurance involves two elements namely, institutional accreditation and programmatic accreditation. The increasing emphasis on quality assurance and management of higher education has presented a direct challenge to the Vietnamese education and training system. Specifically, employment demands have necessitated academic counselling, extra-curricular activities, competitions, and other assistance to improve students’ performance, along with internal quality monitoring and management for further enhancement. Hence, the purpose of this study is to investigate the policies, quality assurance standards, and strategies implemented by Vietnamese universities to enhance graduates’ work prospects. The findings show that there is a notable difference in graduate employment rates between private and public higher education institutions. Particularly, the employment rate and the ability to meet the work requirements of students from accredited institutions are higher than those from unaccredited ones, reflecting the positive relationship between employability and education quality. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This study aims to design and implement the Problem-Based Learning Factory (PBLF) learning model in Welding Engineering courses in vocational education. The research approach uses the Dick and Carey model which focuses on systematic instructional design, including needs analysis, goal formulation, learning strategy development, implementation, and formative evaluation. The validity of the model was tested through Focus Group Discussion (FGD) with experts, while its practicality and effectiveness were measured through observation and questionnaires to students and lecturers. The results showed that the PBLF model was valid with an average Aiken’s V of 0,85, practical with an achievement level of 87 %, and effective in improving student learning outcomes with an average increase in value of 25 %. This model integrates theories and practices that are relevant to the industrial world, while improving students’ cognitive, psychomotor, and affective skills. Formative evaluation showed that model iterations resulted in significant improvements in the learning module. © 2025; Los autores.

This study develops a scientifically rigorous long-cycle evaluation mechanism grounded in the ‘Three Competencies’ framework (core competency, innovation capability and developmental potential) to systematically assess outstanding technical talents’ professional expertise, innovative capacity and growth trajectory. Through a triphasic evaluation system encompassing short-term skills assessment (professional competence-focused), mid-term innovation appraisal (creativity-oriented) and longitudinal potential monitoring (development trajectory-guided), supplemented by multi-source data integration and dynamic tracking methodologies, we empirically validate the mechanism’s efficacy in vocational education contexts. Findings demonstrate that this framework not only enables precise identification of talent strengths through multidimensional evaluation, but also facilitates pedagogical optimization via continuous feedback loops while amplifying social impact through talent cultivation outcomes. The research contributes both a theoretical model and practical implementation pathways for high-caliber technical talent development, offering substantive policy implications for human capital development in vocational education systems. The proposed mechanism exhibits strong potential for cross-contextual adaptation in competency-based education frameworks. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose – This study examines the variables associated with the likelihood of horizontal mismatch among Chilean university graduates, focusing on the role of field of study, university prestige and gender. Design/methodology/approach – A binary logistic regression model was estimated using data from a survey conducted on a representative sample of 951 graduates from 17 universities. The selected universities were requested to provide the academic records of their graduates corresponding to the 2015, 2016 and 2017 cohorts (56, 168). Findings – The results indicate that graduates in fields such as business and management, arts and humanities, social sciences and STEM face a higher risk of horizontal mismatch. Gender and institutional prestige, on the other hand, showed no significant association. These findings suggest that horizontal mismatch is linked not only to individual differences in the type of human capital acquired but also to structural imbalances between educational offerings and labor market demands. Originality/value – This study provides original insights into horizontal mismatch in an emerging economy, adding to the limited understanding of mismatch drivers in developing countries and offering implications for educational and labor policy design. © 2025 Emerald Publishing Limited

Background: Professional practice placements (work-integrated learning (WIL)) enable practical application of essential knowledge and skills, from the health information management university curricula, aligned to profession entry-level competencies. Objectives: To (1) identify formal (explicit learning outcomes (ELOs)) and informal (derived learning outcomes (DLOs)) articulated in final-year, health information management WIL proposals, 2012–2021, at Australia’s La Trobe University; and (2) map these to the contemporaneous, national Health Information Manager (HIM) profession entry-level competency (sub-)domains. Method: A random sample (20%; n = 129) of 2012–2021 final-year placement proposals was interrogated using documentary analysis. ELOs and DLOs were extracted and categorised to the (sub-)domains of the Health Information Management Association of Australia’s (2017) HIM Professional Competency Standards; between-group comparisons were made. Results: Of the 129 proposals: 38 (29.5%) were absent ELOs; one had no project description; almost 74% were project-related. Predominant sub-domains in Domain A, “Generic professional skills”: communication (in 63.7% of ELOs; 61.2% of DLOs); teamwork (40.7% ELOs; 50.8% DLOs). Predominant sub-domains in the eight profession-specific competency domains: “Health information services organisation and management” (Domain I; 60.5% ELOs; 100% DLOs); “Health information and records management” (Domain B; 54.9% ELOs; 56.3% DLOs); “Research methods” (Domain E; 45.1% ELOs; 44.5% DLOs). ELOs were most commonly aligned to four discipline-specific domains; DLOs were distributed across five. Conclusion: Analysis of the knowledge-skills learning outcomes for final-year, student-HIM placements has generated recommendations to support agency supervisors in framing WIL project proposals. Implications for health information management practice: This research will support more robust WIL to complement student HIMs’ academic education for competent, postgraduation practice. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

The incorporation of emerging technologies in educational environments is an undeniable phenomenon. The successful adoption of these technologies is heavily influenced by teachers' perceptions and understanding of them. In this study, we aimed to investigate the readiness of science teachers in post-basic schools to effectively integrate Augmented Reality (AR) into their instructional practices, taking into account their educational backgrounds. A semi-structured interview approach was used to collect data from a sample of 10 science teachers in two post-basic schools in the Al-Batinah North governorate of the Sultanate of Oman. The results suggested that science teachers show a propensity to use AR; however, not all possess prior familiarity with the technology. Subjects such as physics, chemistry, and biology were identified as areas where AR could significantly enhance learning outcomes. Participants recommended the introduction of instructional programs focused on the application of AR. Additionally, some teachers expressed caution regarding potential adverse effects of AR on humans, a scepticism likely stemming from limited exposure to tangible technological devices. This study contributes to the theoretical understanding by providing empirical evidence that validates the AR Readiness Index as a useful framework for exploring teachers' preparedness to effectively employ emerging technologies. ©2025 the Author(s).

The PIL model was chosen because it offers the potential to encourage student engagement in constructing Knowledge through investigation and real-world project completion. The real-world projects were embodied in traditional games from Minangkabau and Malay cultures. Sipak rago was chosen as a traditional Minangkabau (Indonesia) game to explore the concept of the surface area of a sphere. Meanwhile, the lari and beku game from the Malay (Malaysia) tradition provided a context for students to understand the relationships between complementary, supplementary, and reflex angles. This study aims to design learning tools using the Project-based Inquiry Learning (PIL) model integrated with STEM and ethnomathematics. A validation study was chosen as it is the appropriate method for this research. The subjects of the study were nine students selected from three different schools in Padang city. The data were collected using interview guidelines, journals, and observation sheets. Data analysis was conducted by transcribing the interviews, reducing the data, presenting it, and drawing conclusions. The results of the study show that regardless of whether the culture used matches the students’ own culture, they are still able to solve the given mathematical problems. The implication of this research highlights the potential of STEM-based PIL integrated with ethnomathematics as an innovative approach that can be adopted into the national curriculum to enhance students’ STEM literacy and cultural identity. © 2025; Los autores.

Introduction: financial literacy the ability to manage personal finances is crucial, yet Indonesia’s rate remains low, particularly among vocational high school (SMK) students who struggle with budget control and saving. Conventional teaching methods rarely enlace theory to practice, highlighting the need for innovation Game-Based Learning provides a solution through simulations that let students make financial decisions safely. This study introduces MOMA (Money Management), a digital tool that integrates gamification and experiential learning to strengthen financial knowledge and habits. Method: this study applied a quantitative Pre-Experimental One Group Pretest–Posttest Design involving 632 students from six vocational high schools (SMK) in Yogyakarta province. The independent variable was the learning method (MOMA-based Game-Based Learning compared with conventional methods), while the dependent variable was financial literacy. A pretest measured initial literacy, followed by treatment in experimental classes using MOMA and control classes with traditional methods, and a posttest assessed improvement. Results: the results showed an overview of students’ financial literacy levels based on the analysis of their overall scores. The mean score indicated that most students were at a moderate level of financial literacy, suggesting that they possessed a basic understanding of financial concepts but still lacked depth in certain areas such as investment management and long-term financial planning. The standard deviation value demonstrated a relatively small spread of scores, indicating that most students’ performance was clustered around the mean. This consistency reflects a relatively uniform level of financial literacy across the sample, although variations were still observed among individuals. Conclusions: the MOMA game-based learning approach effectively enhanced students’ financial literacy by providing engaging and interactive learning experiences. © 2025; Los autores.

This study examines the paradoxical effects of institutional inputs and educational spending on urban competitiveness and economic growth within China, emphasizing the unforeseen negative impacts of such investments during periods of swift urban transformation. Employing a mixed-methods approach, including text frequency analysis and panel data regression performed using Stata 17.0, the research investigates the complex relationships among institutional inputs, education expenditure, technological adoption, and urban economic growth across Chinese provinces from 2011 to 2024. The findings reveal that, despite substantial increases in educational funding across various regions, productivity growth has lagged considerably. This paradox stems primarily from misalignment between market demands and the output of human capital, where extended schooling years have not translated into proportional economic gains. Regional analysis demonstrates significant variations in how education investments affect urban competitiveness, with eastern, central, and western regions exhibiting distinct patterns and challenges. This study underscores the necessity for context-sensitive policies that better align educational systems with regional labor market requirements while addressing the structural inefficiencies that currently limit the economic returns on educational investments. © 2025, Tomas Bata University in Zlín. All rigths reserved.

This study evaluates the effectiveness of Blended Project-Based Learning (PBL) in enhancing student learning outcomes in Computer Network Education. As traditional methods often fall short in preparing students for industry demands, the research aimed to determine if a blended PBL model could lead to statistically superior gains in students’ theoretical and practical skills. A quasi-experimental, nonequivalent control group design was employed. The experimental group (n=28) participated in a blended PBL intervention, while the control group (n=27) received traditional instruction. Data were collected via pre-and post-tests to assess technical skills and problem-solving abilities. Quantitative analysis, including one-way ANCOVA, compared post-test scores while controlling for pre-test scores, and paired-samples t-tests measured learning gains. Qualitative data from student surveys and interviews were analyzed thematically. The results indicated a significant difference in adjusted post-test scores between the groups, with the experimental group showing substantially greater learning gains. Qualitative findings further revealed that the blended PBL approach significantly enhanced student motivation, engagement, and the development of teamwork and critical thinking skills. In conclusion, the Blended PBL model is a highly effective pedagogical approach for technical education. Its success advocates for a fundamental paradigm shift toward active, student-centered methodologies that truly prepare graduates for a complex and evolving professional landscape. © 2025; Los autores.