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Educating the future-ready workforce in STEM fields is complex. This is demonstrated by numerous publications in the context of the fourth industrial revolution, the 21st century skills, and the development of integrated models in STEM Education. In this article, this complexity is first addressed on a theoretical level by reviewing developments in the world of work and the associated challenges for General Didactics and Subject Specific Education. A synthesis of the contrasting perspectives shows that empirical research requires sufficiently complex settings. With MINTco@NRW, such a setting is presented, and its complexity characteristics are identified. In addition, insights are provided into the research perspectives associated with the project. They are mathematical-relatedness, students’ self-efficacy and the mentoring of STEM problem solving. Research questions that arise are in the contexts of performance assessments in such settings and teacher training to provide the necessary skills to make learners future-ready. The conclusion is that integrated STEM education for a future-ready workforce requires scientific approaches that make fruitful use of the mentioned complexities. © 2025 University of Helsinki. All rights reserved.

Introduction: teaching automotive electrical systems in vocational education presents several challenges, including the abstract nature of the concepts covered and the conventional, non-interactive teaching methods. Objective: this study aims to describe analytical skills by introducing the Diagnostic Trouble Box (DTB). The research objective focuses on assessing the learning outcomes of the DTB in comparison to traditional methods. Method: this study employed a quasi-experimental design with a pretest-posttest control group, involving 86 students in the 11th-grade automotive vocational class. Students were assigned to either an experimental group, which was taught using the DTB method, or a control group trained with conventional techniques. Data collection included analytical thinking tests, with data analyzed through paired and independent sample t-tests. Results: learning with DTB significantly enhanced analytical thinking skills, especially off-set active electrical components based on diagnostics. The post-test mean score of the experimental group was 79,26 while the control group scored 68,41, resulting in a mean difference of 10,85 (p = 0,000). Improvement was most notable in the components of decision-making, systematic reasoning, and diagnostic accuracy. These findings demonstrate the reliability of DTBs for electrical diagnostics and suggest that the model may also be useful for developing other technical competencies based on data-driven problem-solving strategies. Conclusion: the study highlights the vocational relevance of the DTB model for fostering critical and evaluative competencies in advanced automotive education. It enhances diagnostic preparedness by academically justifying the integration of simulation-based learning into vocational education. © 2025; Los autores.

With the rapid development of information technology, the application of augmented reality technology in the field of education has attracted more and more attention. As a technology-intensive industry, refrigeration and air-conditioning industry requires more and more professional skills of employees. Traditional skills training methods are often limited to theoretical learning and basic operation, lacking interactive experience of real scenes, which is difficult to meet the teaching needs of modern apprenticeship. This paper first outlines the basic concepts of augmented reality and modern apprenticeship, and then analyzes several advantages of AR technology in teaching, including improving students' learning motivation and creating immersive learning environment. The article also discusses the application mode of AR technology in refrigeration and air conditioning skills training in detail, such as 2. 5 + 0. 5 training mode and curriculum system design, in order to improve the training effect through these methods and meet the needs of the industry for highly skilled personnel. © 2025 IEEE.

Introduction: With an increasing focus on social accountability in program design in response to a shortage of rural healthcare professionals, emerging approaches in pre-registration health professional education (HPE) offer ‘place-based’ solutions. This review assesses the adoption of these approaches by the international HPE community and describes how programs are designed to recruit and train students ‘in place’. Methods: Utilizing a global scoping review, a search strategy of relevant HPE databases was developed based on the review’s eligibility criteria and key search terms. Titles and abstracts of all articles were screened against the review’s inclusion criteria, followed by full text review of articles retained. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping reviews (PRISMA-ScR) checklist. Results: Database searches identified 4,215 articles (1,526 duplicates). Title and abstract screening were completed, with 319 retained for full text review. Of these, 138 met the inclusion criteria, with 50 unique HPE programs from 12 countries identified, predominantly from medicine or nursing and midwifery. Programs often had a dual purpose to provide a rural workforce and increase access to HPE for under-represented groups. Recruitment strategies included preferential admission of local students, identifying students with rural or primary care intentions, community involvement in selection, and pre-entry programs. A typology of four training models was identified: short-term rural placements, extended rural placements, rural campuses, and distributed blended learning. Distributed blended learning occurred primarily in nursing and midwifery programs, enabling students to train in their home rural communities. Outcomes evaluated by programs focussed on graduates’ work locations, the effectiveness of widening access measures, and academic results. Discussion: Despite heterogeneity of design and context, place-based programs were characterized by three common features closely aligned with social accountability: widening access to HPE, comprehensive program design and a community-engaged approach. Key considerations for place-based HPE program design are the geographical scale of the program, strategies for student recruitment from the target region, provision of continuity with rural communities through longitudinal training experiences, engaging communities in the design and delivery of the program, and alignment of evaluation with the goals of the program and the communities served. © © 2025 Fuller, Beattie, McGrail, Versace and Rogers.

This article details the design and validation of the Students’ Perceptions of Upper Secondary Education Programmes (SPUSEP) instrument, developed to explore Portuguese students’ experiences of transitioning into upper secondary education. The instrument was developed based on a literature review and focus group discussions with students from four upper secondary schools and was tested through a pilot study with 185 students attending the 1st year of upper secondary level in these schools. Reliability and validity were assessed using Cronbach’s alpha and a Principal Component Analysis. Furthermore, an independent sample T-test was conducted to examine differences between students in scientific-humanistic and VET programmes, as well as between general and VET schools. The results confirm that SPUSEP is a robust and reliable tool for gathering insights into students’ perceptions of upper secondary education programmes. It captures effectively the various perceptions of different pathways, including concerns about course load, degree of subject choice and learning experiences. SPUSEP can support discussions about and reforms of upper secondary education programmes at institutional, local or system levels, to promote more informed and student-centred educational improvements. © the author.

The ISO/IEC 29110 standard provides guidelines and best practices for small organizations dedicated to software development. This article presents a structured approach to implementing software development projects based on ISO/IEC 29110, specifically designed for student teams in professional internships with six-month rotation cycles. The proposed process is based on eight experience cycles, each lasting six months, involving a total of 112 students. The main objective is not only to meet quality and efficiency standards but also to provide a comprehensive learning experience. Additionally, project management is addressed through agile methodologies. The proposal includes evaluating student performance and documenting lessons learned for future projects. This comprehensive approach aims for students to acquire both technical and soft skills, while also contributing to the development of high-quality software aligned with international standards. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Background and objective General practitioners (GPs) need postgraduate training pathways specific to their needs and integrated into local health environments. This scoping review investigates components of integrated GP training pathways including the barriers and enablers of effective pathways for GP recruitment and retention. Methods This review was guided by methodological framework of Arksey and O’Malley and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews Checklist. MEDLINE, EMBASE, CINAHL and Scopus databases were searched for articles published between 2013 and March 2024. Included articles were analysed and categorised by thematic analysis. Results Twenty-seven articles were included, resulting in six key themes: (1) place-based training; (2) trainee background and connections; (3) support structures; (4) professional identity; (5) trainee demographics; and (6) family factors. Discussion The components, barriers and enablers of GP training pathways identified will guide development and evaluation of improved integrated training pathway options for GP trainees in Australia. © The Royal Australian College of General Practitioners 2025

Background/purpose. Interactions encompass various aspects that support group members during collaboration; therefore, maintaining and fostering interactions in collaborative research teams (CRTs) as communities of practice (CoPs) in terms of shared knowledge, collective goals, and participation is crucial. The purpose of this study is to explore the interactions of English studies majors in CRTs perceived as CoPs. Materials/methods. This study employed the phenomenological design, which relied on semi-structured interviews for data collection. The participants of this study consisted of 13 English major students from universities in EFL countries who had either participated in or were currently involved in CRTs for purposes such as graduation theses, publishing research articles, or university-level research projects. Results. The findings from the thematic analysis assist in deliberating proposed interactions related to shared knowledge, collective goals, and participation during the collaborative processes in research groups. Regarding those critical indicators, the interactions are divided into three categories, each accompanied by specific interactions within its respective category. Most of the findings are correlated with theoretical frameworks and related studies. Additionally, several emergent findings are absent in three of the categories. Conclusion. According to the research, English majors' Collaborative Research Teams (CRTs) in Vietnamese EFL contexts operate as socially motivated, goal-oriented learning communities where knowledge is jointly created via candid communication, shared accountability, and encouraging leadership. © The Author(s), 2025.

This study aims to develop Eco-STEAM, a digital learning website based on the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach, specifically designed to support ecosystem learning. The development process was carried out using the Research and Development (R&D) method, employing the 4D model, which includes the stages of define, design, develop, and disseminate. The developed media was evaluated for feasibility by experts in material, media, and language aspects, and the development testing involved teachers and students. The average assessment results by the experts across all aspects were categorized as highly feasible (94.75%). The results of the development trials conducted by biology teachers, small group trials, and large group trials also received an average rating in the highly feasible category (90.33%). The effectiveness of the media in enhancing students’ understanding of ecosystem concepts was measured on a small scale using a one-group pretest-post-test research design. The dependent t-test and effect size test results showed a significant improvement in students’ understanding of ecosystem concepts after using the Eco-STEAM media, with a strong effect size. These findings demonstrate that Eco-STEAM is a validated, feasible digital learning website that effectively enhances students’ understanding of ecosystem concepts. This product can also enrich biology learning media and support more interactive and contextual learning, particularly in ecosystem topics. © article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.

Background: Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods: We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result: The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration. Conclusion: Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia. ©: © 2025. R et al.