Search Results for
"learning"

This study examines the integration of ocean literacy and digital technology in vocational tourism education in Indonesia. Using a descriptive quantitative approach, the research explored students’ familiarity with digital learning tools and their understanding of marine concepts. While many students indicated the use of mobile applications and online platforms for learning, their exposure to ocean environments was limited, particularly for those living in inland areas. This creates challenges for marine education because direct experience is often essential for building conceptual understanding. However, technology-based learning may serve as an alternative because it enables virtual exposure to coastal systems. The Technology Acceptance Model was applied to examine how students respond to educational technologies. Findings are discussed in relation to the Sustainable Development Goals, particularly in areas concerning education, environment, and tourism. Vocational tourism education is considered in this context because it connects career preparation with sustainable practices, including the need to link tourism activities with marine awareness through accessible and adaptable learning methods. © 2026 Tim Pengembang Jurnal UPI.

Existing project-based learning (PjBL) literature has not covered the differences between authentic and simulated PjBL effectiveness in improving students’ skills. This study investigated whether authentic and simulated PjBL equally improved the translation students’ employability skills and translator competence. This mixed-method study employed documentary analysis and two questionnaires to collect self-report data. Statistical tests were conducted on the result of the first questionnaire to see if authentic projects affected students’ employability skills better than the simulated one did. The analysis of the second questionnaire responses identified students’ most improved translator competence. The findings revealed that both types of PjBL equally improved students’ employability skills. However, authentic projects led to more balanced translator competence improvement. Authentic projects should be preferred as they improve more balanced translator competence. The authentic PjBL procedure used in the study also provided a model to bridge university curriculum and industry practices. The findings emphasize the value of PjBL, particularly authentic PjBL, in translation education so that PjBL is a feasible option for translation curriculum designers and a preferred learning method when students have got translation basic knowledge and skills. Using more objective skill improvement measurement, future research is suggested to cover a longer period to see more complete improvement and study the long-term impact of the improvement. © The Author(s) 2025.

This study presents a comprehensive literature review and policy analysis of Saudi Arabia’s Vision 2030 and its impact on the national education system. Guided by Institutional Theory and Implementation Science, it investigates the “implementation gap” between the ambitious policy goals and on-the-ground realities. The study synthesizes findings from peer-reviewed research, government reports, and scholarly analyses published between 2017 and 2025 to map the strategic reforms, evaluate their implementation challenges, and identify emerging opportunities. The analysis identifies three key empirical gaps: (1) persistent curriculum misalignment with labor market demands; (2) significant disparities in access exacerbated by inadequate infrastructure and teacher training; and (3) resistance to pedagogical change stemming from deeply rooted cultural norms. Crucially, it highlights the unintended consequences of rapid reform, including bureaucratic inefficiencies and the risk of cultural misalignment when adopting foreign models without sufficient localization. Key findings indicate that while significant progress has been made in infrastructure and policy formulation, sustained success hinges on overcoming implementation barriers. The most promising pathways involve leveraging technology for personalized learning (AI, VR/AR), fostering entrepreneurship education to drive economic diversification, and strengthening family and community engagement to create a holistic support ecosystem. The analysis concludes that achieving Vision 2030’s educational goals requires not just top-down policy but a fundamental cultural shift towards lifelong learning and data-driven decision-making, with equity and inclusivity as non-negotiable principles. © The Author(s) 2025.

Introduction: Interprofessional education (IPE) improves outcomes for staff and patients, yet most pre-licensure training remains siloed. Simulation-based education (SBE) enhances clinical and communication skills, with particular benefit during transitions in training. While immersive simulation is costly, could integrating IPE and SBE at key transition points optimize its educational impact? This study explores how interprofessional simulation can support transitions to practice, and what unique value it can contribute to the learning experience. Methods: This phenomenological study explored medical students’ experience of an interprofessional SBE programme. Adopting a sequential, mixed-methods design, students were asked about their experiences of participating in interprofessional simulations using various data collection methods over their transition from pre-licensure to professional practice. Methods included surveys (n = 229), one-on-one interviews (n = 29), focus groups (13 participants) and 1-year follow up interviews (n = 7). The qualitative data from interviews and focus groups are reported here. Codes and meaning units were developed and then scrutinized to develop a nuanced understanding of how the elements of the interprofessional simulation experience intertwined and the impact this had on the students. Results: Three overarching themes were identified from the analysis and were explored in greater detail: realism, gaining confidence and learning to observe (noticing). Interprofessional SBE provides the realistic environment for a unique educational experience in which students develop skills of observing interprofessional clinical practice, and can gain confidence for the transition into that practice. The implications are that the time and effort invested in overcoming the obstacles to offering interprofessional SBE lead to learning outcomes that may not otherwise be achieved. The results are further discussed through three theoretical lenses: Meyer and Land's threshold concepts, Richards' interdependent agentic capabilities and Lave and Wenger's legitimate peripheral participation. Conclusion: Interprofessional simulation offers students immersive, emotionally resonant experiences that enhance confidence, professional identity, and integration into clinical teams. These simulations prompt reflection on future roles and foster deeper understanding of interprofessional dynamics. The study identifies specific attributes of simulation that meaningfully contribute to learning, extending current SBE literature. By using a qualitative lens, this research highlights the unique value of interprofessional SBE in preparing students for collaborative practice and the complexities of modern healthcare. © The Author(s) 2026.

Introduction: Teaching web design using HTML and CSS is an increasingly important component of secondary education, preparing students for future careers in information technology. This systematic review examines research on methodologies and tools for teaching web design in secondary schools, identifying key effectiveness factors and approaches to overcome learning difficulties. Methods: Following PRISMA methodology, we conducted a systematic review of research published between 2007 and 2024. Initial searches in Scopus and Web of Science were expanded to include Google Scholar and additional databases following reviewer recommendations. Nine studies meeting inclusion criteria were selected from comprehensive searching. Inclusion criteria focused on empirical research involving HTML/CSS instruction in secondary or vocational schools with full-text availability. The limited number of studies despite expanded searching confirms the nascent state of empirical research in this domain. Results: Analysis revealed increasing research interest since 2017, with most studies conducted in Indonesia and the United States. Research predominantly focused on professional technical schools with 10th-grade students. Key findings are organized around three themes: (1) digital tools and platforms supporting web design education, including gamification platforms, learning management systems, and visual programming environments; (2) factors influencing learning effectiveness, including student characteristics, pedagogical approaches, and technical infrastructure; and (3) common learning difficulties and their solutions, particularly regarding complex material comprehension and student motivation. The recent emergence of gamification-based approaches shows particular promise for enhancing student engagement. Conclusions: Effective web design instruction requires a comprehensive approach integrating modern methodologies and tools while addressing student needs and providing adequate support. Project-based learning, gamification, and interactive environments emerged as particularly effective approaches. The scarcity of empirical research, confirmed through expanded searching, highlights the urgent need for additional studies. Future research should compare the effectiveness of different teaching methodologies and develop evidence-based recommendations for optimizing instruction across various educational contexts. © The Author(s) 2025.

This study aimed to design and develop a coding scheme rubric for evaluating students’ transformative agency using a modified qualitative assessment approach. Data collection was conducted in two phases: rubric development and rubric application. In the first phase, a comprehensive literature review and qualitative analysis of recorded conversations using conversation analysis (CA) in project-based learning (PBL) within Change Laboratory (CL) contexts led to the identification of 77 codes, with the assistance of four coders. To ensure validity, a panel of five experts reviewed the assessment tool and provided feedback on its appropriateness for measuring learners’ transformative agency. Based on their recommendations, revisions were made, resulting in a coding scheme rubric comprising six key categories: resisting change, criticizing current practices, explicating new possibilities, envisioning new possibilities and models, committing to specific actions, and taking consequential actions. The rubric included three levels of assessment: Needs Improvement (1), Progressing (2), and Mastery (3). Reliability was established through inter-coder agreement (81.70%) and Fleiss' kappa (κ =.812). In the second phase, the rubric was applied in a group project task involving 60 students in both face-to-face (PBL) and online (e-PBL) learning environments. Two independent raters used the rubric to assess students’ transformative agency within groups, evaluating inter-rater reliability and consistency across PBL and e-PBL contexts. The findings highlight the significance of this validated and reliable rubric for assessing transformative agency, with implications for teaching, learning, and future research on student agency in active learning environments. © The Author(s) 2026.

The rapid advancement of the Industrial Revolution 4.0 demands that vocational high school graduates possess not only technical expertise but also higher-order thinking skills, particularly critical thinking. However, many learning practices in vocational education remain limited to procedural instruction with minimal emphasis on cognitive development. This study aimed to evaluate the effectiveness of the Flipped Project-Based learning (FPjBL) model integrated with mockup and Augmented Reality (AR) media in enhancing vocational students’ critical thinking skills compared to conventional learning approaches. This study uses a quantitative approach with a quasi-experimental design, namely pretest-posttest control group design. The research sample was grade X and XI students from six state vocational high schools in the Solo Raya area, consisting of 216 students divided into experimental and control groups. The experimental group used the FPjBL model with mockup and AR media, while the control group used conventional learning. Data were collected through critical thinking ability tests and learning motivation questionnaires. Data analysis used ANCOVA and multiple linear regression. The results showed that the experimental group experienced a significant increase in critical thinking skills compared to the control group (F (1,213) = 104.192, p <.001, partial η2 = .329). The analysis and explanation indicators showed the greatest increase. Linear regression shows that learning motivation, media perception, and student activity significantly affect critical thinking skills (R2=.613). These results confirm that integrating Integration Media Mockup and Augmented Reality with FPjBL effectively strengthens students’ critical thinking and can be adopted in vocational education curricula to better prepare learners for the complex challenges of Industry 4.0. © The Authors.

Speaking skill is an important predictor in graduate employability. Many job seekers suffer from speaking anxiety and this has affected their job employment opportunities. The focus of this research is to examine the TVET undergraduates’ speech anxiety level and determine what makes them apprehensive when speaking. The study also finds out the anxiety level differences between male and female TVET learners. The 313 research participants who answered McCroskey’s Personal Report of Public Speaking Anxiety (PRPSA) questionnaire were undergraduates from a public technical university. The findings revealed that the learners had moderate levels of speech anxiety (M = 115.7) and t-test results indicated that the mean scores for speaking anxiety levels of male and female learners did not differ in a way that was statistically significant though TVET female learners (M=l 13.30, SD =14.309) experienced slightly higher levels of speaking anxiety compared to their male counterparts (M=l 11.58, SD=15.996). The idea of giving a speech sent fears to the learners while losing concentration during speech heightened the learners’ speech anxiety level. Higher learning institutions could include public speaking trainings in their TVET syllabi. Additional soft skills such as public speaking helps ensure TVET graduates become industry priority in the employment market. © (2025), (UiTM Press). All rights reserved.

The low absorption of university graduates into the labor market is a crucial issue that must be addressed, with many graduates experiencing a mismatch between their expertise and the job roles they choose. The aim of this study is to investigate the mediating role of employability skills in examining the effect of experiential learning on graduate learning satisfaction. This study uses a quantitative approach. Data were collected from 297 graduates of the Office Administration Education Study Program in Central Java via an online questionnaire using a 1–5 Likert scale. Data analysis was conducted using Structural Equation Modeling (SEM) with the warpPLS software, including validity testing, collinearity, and the relationships between variables through path coefficients. The research results support all hypotheses, showing a significant positive relationship between employability skills and graduate learning satisfaction, experiential learning and employability skills, experiential learning and graduate learning satisfaction through employability skills. The findings conclude that employability skills successfully mediate the impact of experiential learning on graduate learning satisfaction. It is recommended that educational institutions strengthen the implementation of experiential learning opportunities, such as internships and work integrated learning, to better meet the expectations of local industries and improve students’ employability skills. © (2025), (UiTM Press). All rights reserved.

Purpose: This study aims to look at the motives and dynamics of career choices in the socio-cultural values of the Bugis community. Career choice factors are rarely approached from the aspect of socio-cultural values. One indicator of extrinsic factors is socio-cultural values. Design/methodology/approach: This study is qualitative research. The subjects of this study consisted of 34 first-semester students at vocational higher education. The research method is in the form of qualitative research through documentation, observations and interviews. Documentation was carried out to collect data on the informant’s academic achievement and background. Observations were made to observe the informants’ behavior and learning habits while in class. Interviews were used to determine motives, influencing factors and the impact of informants’ career choices. Findings: The findings of this study indicate: (1) vocational higher education students in the Bugis community choose careers based on their own choices and other people’s choices or other people’s considerations (chosen); (2) the socio-cultural values of the Bugis community become an influential factor in the career choices of vocational higher education students in the Bugis community, both those who choose themselves and those who are elected and (3) for those who choose themselves, the socio-cultural values of the Bugis community become a factor that directly influences vocational higher education students. Originality/value: The socio-cultural values of the Bugis people are a factor that has an indirect influence on the career choice of vocational higher education students. © 2025, Emerald Publishing Limited.