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"Teaching"

Thus, the chapter aims to unravel the role of AI in skill enhancement with reference to critical thinking ability, problem- solving skills, and digital skills. With AI technologies gradually progressing to redefine employment situations in different parts of the world today, it has become essential to train the learners for the arising complex employment scenario. The first part of the chapter explores how critical thinking and problem solving can be improved by AI, such as using adaptive learning systems, simulation, and data analysis. It then goes further to illustrate how the use of AI tools in the teaching of digital literacy is conducted, with a focus on how the use of AI in learning makes it possible for a learner to be taught based on his/her specific needs and the acquisition of the fundamental skills needed in the digital competency. The last part looks at the ways of teaching education to prepare students for jobs with artificial intelligence, balancing between technical and humanities, ethics, and retraining. © 2025 by IGI Global Scientific Publishing.

This research explores how Learning Management Systems (LMSs) can facilitate the implementation of storytelling in project-based learning, with a focus on a first-year engineering (FYE) course. To address this objective, we propose a teaching approach that integrates pedagogical tasks into the Brightspace LMS, grounded in a story-based approach. A case study was conducted to evaluate the LMS's effectiveness in supporting both teaching and learning processes. Specifically, this study examines how the teaching model integrated with LMS scaffolds student engagement, promotes collaboration and deepens understanding of key engineering concepts. The findings indicate that LMSs, when strategically aligned with pedagogy, can transform classroom dynamics by fostering interactive, student-centered learning environments that reflect real-world engineering practices. This research underscores the value of maximizing LMS functionalities beyond basic content delivery, bridging gaps identified in prior studies regarding the limited use of LMS features in engineering education. © 2025 IEEE.

Introducing students to real-world contexts through clinical placements can provide rich learning experiences. In health professional education, these placements primarily focus on the supervised development of clinical skills within discipline-specific contexts. However, numerous implicit contexts influence the learning event, which may not be explicitly addressed in the placement’s curriculum or teaching structure but are nonetheless pedagogically significant. This study examines the distinctive contexts of a student-led, interdisciplinary Aboriginal allied health service placement in rural South Australia, highlighting the contexts’ unique experiential characteristics. We used a bricolage of phenomenological engagement and abductive thinking to investigate students’ experiences within and across these learning contexts. Students’ accounts revealed that their experiences at the intersections of these contexts held pedagogical significance. This finding prompts critical questions about the design and delivery of educational placements to maximise the inherent learning potential of contexts. We discuss the role of context in clinical placements and explore how context and context complexity can be effectively configured to support student learning across various clinical placement settings and models. We propose that developing context awareness and perspective, and attending to context convergence, can enhance meaningful learning in complex environments. © The Author(s) 2025.

Purpose: Traditional single-assessment models in service-learning courses do not facilitate comprehensive assessments of learning outcomes. Effective assessments should incorporate perspectives from multiple stakeholders. The present study developed a service-learning course assessment model that incorporates assessments from multiple stakeholders, compared assessments between stake-holder types, and explored the effects of evaluator–student relationship. Participants and Methods: The study recruited 126 students from a service-learning course at China Medical University in 2024. Six different groups of stakeholders, namely peers, teaching assistants, service institutions, primary instructors, group instructors, and final report evaluators, evaluated student performance and learning outcomes. Experts ensured that assessment criteria were relevant and comprehensive. Confirmatory factor and principal component analyses were performed to assess the construct validity. The study used descriptive statistics and performed interrater reliability and correlation analyses. Results: The six groups of evaluators were mostly consistent in their assessments, which clustered into two distinct factors: individual performance (Factor 1) and team/service performance (Factor 2). Factor 1 comprised evaluations from peers, teaching assistants, primary instructors, and group instructors, emphasizing individual students’ attendance, participation, and contribution throughout the course. Factor 2 comprised evaluations from service institutions and final report evaluators, focusing on group-level service outcomes and teamwork effectiveness. These two factors explained a cumulative variance of 77.94%. The study identified 15 correlation coefficients: 8 were significantly positive—indicating agreement within or across factors; 2 were significantly negative—highlighting potential divergences in perspective; and 5 were nonsignificant. The relationship between evaluator and student significantly affected assessment outcomes. For instance, peer assessments were the most variable due to subjective influences such as interpersonal dynamics and collaboration history, whereas group instructor assessments showed the least variability, possibly due to a more outcome-focused evaluation approach. Conclusion: Assessments by different types of evaluators are relatively consistent, and the evaluator–student relationship influences assessment outcomes. © 2025 Liao et al.

Due to the increasing complexity of the demands of the job market, the importance of generic competencies in pupils is increasingly emphasised in secondary vocational education programmes. In this context, critical thinking competency has been highlighted as the one that enables pupils to act as autonomous, competent, independent and reflective professionals who are also willing to change the status quo of existing labour market demands. However, the literature points out a major challenge in developing critical thinking competency in vocational programmes due to the lack of concrete approaches or even guidelines for developing critical thinking. Against this background, this paper aims to propose a theoretical model of teaching for critical thinking in vocational education and training. The model was derived from the generic model of teaching for critical thinking proposed by author Buchberger and was contextualised through an in-depth literature review within the six dimensions of teaching for critical thinking (learning outcomes aimed at developing critical thinking, critical approach to lesson content, active teaching methods, active assessment methods, critical action, and democratic classroom atmosphere). The contextualisation of the model of teaching for critical thinking in vocational education and training has shown that there are many specificities of vocational education that need to be addressed through the six dimensions of critical thinking teaching, which shows that the generic model of teaching for critical thinking provides a high-quality starting point for different levels and types of education. Therefore, the proposed model aims to support vocational teachers in teaching for critical thinking. However, it is noted that the model is open and flexible and can therefore be adapted to the needs of particular teaching practises in different learning contexts. © 2025 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Technology is changing how we understand knowledge in all its tenets. A direct implication which is often overlooked is how knowledge creation, production, and storage are reshaping the landscape of education. It wouldn’t be an understatement to say that human development has arrived at the historical junction where Technology, Education and Science function in an assembly. This transformation necessitates a re-evaluation of the operational framework of education in the digital age. The paper delves into the procedural aspects of knowledge production and explores the influence of technological advancements at each stage. The pervasive nature of technology has significantly shaped the evolution of society at large and education in tandem with its function and purpose. Drawing on applied educational principles, the paper underscores the need to reimagine the key mechanisms of education in a knowledge-saturated technological era. These implications call for a reassessment of the essential components of education and the pedagogical approaches necessary to uphold its role in advancing human development. The paper examines three educational approaches of Critical Pedagogy, Challenge-based Learning, and Work-based Learning which treat technology not as an obscure aspect hidden in the undercurrents but consciously acknowledged as a distinct element: advocating the mindfulness of technology and its implications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.