Search Results for
"Teaching"

Generative AI (GenAI) is believed to support generational learning. However, there is no single study that examines the use of GenAI for self-directed learning (SDL), active learning (AL), and critical thinking (CT) of different cohorts of adult learners. Specifically, in the field of adult education, there are limited studies on the effect of GenAI on teaching and learning. This study employs a cross-sectional quantitative design to examine the relationships between SDL, AL, and CT in the context of adult learners' use of GenAI tools like ChatGPT. It considers how demographic variables moderate these relationships. The study was underpinned by the SDL theory by Tough in 1971. An analysis of 281 survey responses of adult learners grouped by generation from five (5) adult higher education institutions in Ghana was performed using descriptive statistics, ANOVA (analysis of variance), and SEM (structural equation modeling). The study's findings indicate that GenAI is perceived as having a significant positive effect on the SDL, AL, and CT of adult learners. A significant positive interrelationship was observed between SDL, AL, and CT. Demographic factors involving gender, year born (generational group), education level, and mode of learning had a perceived significant positive effect on SDL, AL, and CT. Notably, no statistical mean differences were found in the use of GenAI for SDL, AL, and CT across generational groups. The findings advocate for the effective adoption of GenAI to foster lifelong learning among adult learners. Developers of learning technologies and higher education leaders should ensure an inclusive GenAI design. © 2025 The Author(s)

Theoretical knowledge is crucial for effective Arabic language teaching. However, it must align with teachers’ beliefs to influence classroom practices and impact learning outcomes, as teachers’ beliefs and classroom practices dynamically influence one another. This study aims to explore the theoretical beliefs of Arabic language teachers regarding to the approach to learn Arabic and to examine the relationship between teachers’ theoretical beliefs and their classroom practices. This study used a quantitative approach with a correlational method to investigate the theoretical beliefs of Arabic teachers regarding to the approach to teaching Arabic and the relationship between these beliefs and classroom practices. The research population consists of 37 teachers with 5 qualified teachers to be observed in their classroom practices based on the purposive sampling. Data were collected through questionnaire and observation, and Spearman’s Rank Correlation analysis was used to analyze the data. The results show that 1) Arabic language teachers have three different types of theoretical beliefs there are Dominant, Dual, and Multiple Beliefs in which Dual beliefs are more dominant than the other beliefs. 2) There is a positive relationship between the theoretical beliefs of Arabic teachers and their classroom practices. This study highlights the importance of pedagogical implications for the education of Arabic language teachers. It also to recommends that teacher training programs are designed to supply necessary skill to instructors to explore diverse theoretical and methodological approaches to Arabic language teaching, with an emphasis on the importance of a positive relationship between belief and practice. © 2025 Aidillah Suja, Muassomah Muassomah, Sutaman Sutaman, M. Abdul Hamid & Abdul Wahab Rosyidi.

Innovations in teaching and collaboration between businesses and universities can lead to improved learning outcomes and various benefits in international business (IB) practice. The Triple Helix Model (THM), incorporating government involvement, serves as a fundamental framework for this collaboration. This research, grounded in the THM and employing Challenge-Based Learning (CBL) as an innovative educational approach, aims to conceptualize the key drivers of successful university-business collaboration, by emphasizing students’ engagement. Focused on students enrolled in the Export Management undergraduate specialization at a Lithuanian higher education institution, this study employs a qualitative approach, involving in-depth interviews with students, teachers, social partners, managers, and representatives from government institutions. The study concludes that student engagement is the primary driver of successful collaboration in IB education between universities and businesses. This engagement is influenced by a wide range of second-tier factors, including assignment organization and delivery, as well as the motivations, expectations, and perceived benefits of students and other stakeholders involved. The conclusions of the study highlight the implications for educational practice and policy, emphasizing the need for effective student engagement strategies. This article also illustrates the application of the CBL approach within a business and entrepreneurship curriculum, with a particular emphasis on its integration into IB education. © 2025 Taylor & Francis Group, LLC.

This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called COMPUAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called CompuAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. A mixed methodology combining Likert scale-based questionnaires, AEQ emotional evaluation questionnaires, and direct observations was adopted to collect information on students’ academic performance and emotions. The questionnaires were designed to assess both the cognitive and emotional impact of AR. Statistical methods were used for data analysis, including analysis of variance (ANOVA) comparing the effectiveness of AR versus traditional teaching methods. The results showed that applying CompuAR significantly improved participation by improving students’ emotions and cognitive learning, especially those with special educational needs. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

The alignment of vocational education with industry needs is crucial to guarantee that graduates are prepared with the skills required by employ ers in a developing labor market. This chapter discusses the necessity of effective collaboration between vocational education institutions and industry partners to create curricula that suit current and future job mar ket demands. Successful case studies of such partnerships are featured, highlighting best practices and techniques that have led to better student employability and industry satisfaction. Additionally, the chapter addresses the obstacles faced in aligning educational methods with the rapid changes in technology and industrial trends, while also discussing the possible influence of such partnerships on regional economic development. The chapter presents ideas for expanding vocational education programs, with an emphasis on the growing importance of innovation and technology in addressing industry requirements and building lasting collaborations. © 2025, IGI Global Scientific Publishing. Copying or distributing in print or electronic forms without written permission of IGI Global Scientific Publishing is prohibited.

This study investigates the self-efficacy of pre-service teachers (PSTs) during their school internship programs in Indonesia, with a focus on exploring and validating the Pre-service Teachers Self-Efficacy during School Internship (PreTESESI) questionnaire. The primary aim of the study is to assess the psychometric properties of this new instrument and to explore how various dimensions of self-efficacy are reflected in PSTs' experiences during internships. Using Rasch analysis, this study evaluates the reliability and validity of the PreTESESI instrument, examining its ability to measure self-efficacy across multiple domains. A total of 478 PSTs from three provinces in Indonesia participated in the study. The findings confirm strong internal consistency (Cronbach's alpha) and acceptable item and person reliability with acceptable validity based on Rasch measurement. Findings also reveal that the Instructional Self-Efficacy (ISE) domain showed the highest self-efficacy scores, while the Efficacy in Creating a Positive School Atmosphere (ECPSA) domain recorded the lowest. Additionally, Differential Item Functioning (DIF) analysis revealed negligible gender bias for most items, with one item (ECPSA5) demonstrating moderate to large DIF. The study highlights the critical role of structured internships, mentorship, and reflective practices in enhancing PSTs' self-efficacy. This research not only provides relevant tool for assessing PSTs' self-efficacy during school internships but also provides valuable insights into their confidence and capabilities in the Indonesian context. © 2025 The Authors

21st-century skills are critical abilities for today’s generation to face changes and challenges in this era. The industrial world greatly needs competence in the field of welding. This study comprehensively seeks to develop a technology-enhanced teaching module using augmented reality integrated (ARI) and animation for valid, effective, and practical learning. This development research was conducted following the DBR model, which consists of five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from validation test scores, practicality tests, validity and reliability tests of questions, and pretest and posttest score data. Data were analyzed using percentage analysis and qualitative descriptions. The validation results from experts obtained a value of 91% with valid criteria. The practicality of the module obtained a value with an average of 84% with practical criteria. The effectiveness of the ARI teaching module was calculated using the N-Gain formula, producing an average value of 0.36, which meets moderate criteria. It can be concluded that the ARI teaching module produced is valid, effective, and practical for training students’ 21st-century skills. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research aims to understand the effect of algorithm instruction with artificial intelligence-based chatbots on students’ Computational Thinking (CT) skills. A quasi-experimental approach was employed, involving two groups: an experimental group where some students used conversational Artificial Intelligence (AI) bots as learning assistants and a control group where students used no such technology. The proposed research tools were the pre and post-tests and the questionnaires, which targeted users’ rating of the chatbot’s usefulness, user interface, and its influence on learning motivation. Analysis of the collected data was done using independent t-tests to compare the results between groups as well as correlation analysis to find the connection between AI chatbot utilization and students’ computational thinking skills. This study shows a positive increase in the overall CT skills of the experimental group compared to the control group. Instead, a positive relationship was found between the degree of the use of the chatbots and the students’ computational thinking performance. Accordingly, this research points to the inclusion of AI-based chatbots into algorithm instruction as a valuable approach to raising computational thinking disposition, learning motivation, and learning outcome. Therefore, the application of the value of AI technology indicates the possibility of transforming the implementation and teaching of an algorithm in higher education. © 2025 by the authors.

Engineering education is changing to better equip students for dynamic work environments by means of experiential learning and research integration. This study offers a complete framework meant to easily combine research with experiential learning in engineering courses via curriculum redesign. The framework starts with evaluating engineering education's present situation, pointing up gaps in opportunities for experiential learning, and stressing the gap between classroom instruction and practical application. Inspired by present research and teaching methods, it suggests ways to close this disparity by include research elements all through the course. A case study showing how this approach is applied inside a particular engineering program offers actual evidence for its success. It is observed that the components that are essential for preliminary exposure to organized research experiences are, faculty and industry expert mentoring, multidisciplinary teamwork and activities relating to the real-world challenges and process of solving them with knowledge and skills. These components are meant to inspire among students critical thinking, ability to solve problems, and a closer awareness of disciplinary knowledge. Along with improving students' academic experiences, the suggested structure helps them to be creative leaders in their domains. Engineering education can more effectively satisfy the needs of a global environment growing in complexity by encouraging a culture of investigation and application. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Sustainability competency is an essential component in engineering education and engineers with multiple competencies are in demand globally. Engineers are important players in adapting the latest technology sustainably. Undergraduate students, who are future professionals, can use engineering education for development of the modern sustainable world and they must acquire such skills. They need to be prepared to work in teams and think critically to solve complex problems with sustainability principles in mind. Cognitive, affective, and behavioral competencies are highly needed in skilled professionals and it is not easy to develop them through traditional teaching methods such as lecturing. Activity based learning is an effective approach for developing these competencies. This paper reports an effort to create awareness about sustainability in engineering education by undertaking multiple activities (carbon footprint, energy audit, mind mapping, sustainable designing etc. ) for first year engineering students at an autonomous Engineering College in Maharashtra under Project Based Learning course (PBL). From the assessment of the activities, it was clearly demonstrated that students developed good understanding of sustainability and actively participated in all the activities and suggested various interesting measures to reduce carbon footprint and electrical consumption. They also used the sustainability principles in designing and implementation in their PBL projects at the end of the semester. Thus, PBL can be considered as a practical and innovative pedagogy to effectively support core values of sustainability such as participative learning, critical reflection, systemic thinking, and creativity. © 2025, Rajarambapu Institute Of Technology. All rights reserved.