Search Results for
"human"

RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop ‘human capital’, i.e. skills, abilities and knowledge (Foucault 2008). However, how does RPA play out in practice with previously NEET and so-called disengaged youth engaged on a Level 1 prevocational course? Empirical research was conducted at a large general further education (FE) college in South East England, named The Site with seven tutors and twenty six students from the 2013-14 and 2014-15 cohorts. Adopting a case study approach, multiple methods of data collection were used, including classroom observations, semi-structured interviews, focus group discussions and document analysis. Key findings problematize education and highlighted complications for marginalised youth that participated in the study. Far from being a straightforward experience for former NEET and disadvantaged youth to gain knowledge and skills whilst at college, conversely, these Level 1 pre-vocational students faced multiple barriers that challenged student efforts to access essential provision in an attempt to improve on previous academic failure. Research findings revealed ‘warehousing’ appeared to be the main purpose of education for these particular students in this study. Distinctly different to stereotypical ideas, these particular students wanted to learn. In a profound way, empirical research highlighted how stringent academic conditions were powerfully used to demarcate access and predetermined which types of youth were permitted on higher levels of study programmes and apprenticeship. This study adopts a social justice framework and therefore advocated for numerous structural and pedagogical changes. Amongst others, the recommendation was made for an overhaul in government and organisational policies on GCSE provision. This study also calls for a sharpened political focus, inviting academic and government debate for a critical re-think and revamp of re-engagement provision-so it is fit for purpose for disadvantaged students. © 2025 Cornish.

It is commonly asserted that education is crucial for meeting the challenges concerning the futures of work. But education cannot overcome deficient economic policies causing declining job quality, mass unemployment and rising under-employment. Instead of pre-occupation with so-called 21st-century skills and micro-credentials, greater recognition needs to be given to what education does best. That is, helping people master bodies of conceptual knowledge as well as relationships between bodies of knowledge, nurturing learning dispositions and equipping people with skills and capacities that support disciplined creativity and adaptive capacity. These qualities enable people to handle the challenges of climate change, changing life courses, artificial intelligence and data-ification. Education can also support new configurations of expertise made possible by new technologies. While education cannot solve most problems concerning the futures of work, there can be no solution to these problems without quality, enduring institutions supporting education and occupational coherence in the labour market. © Ellu Saar and Péter Róbert 2025.

In response to the growing need for technology-integrated educational tools, particularly in underserved regions, this study presents the development and evaluation of a web-based career readiness instrument tailored for junior high school students in Kerinci Regency, Indonesia. The platform aims to enhance students' self-management skills and career planning competencies by providing structured and accessible digital guidance. Utilizing a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study incorporated key features such as self-assessment modules, interactive career guidance content, and progress tracking tools. The platform was piloted with 39 students and 7 guidance counselors, and its effectiveness was assessed through a paired sample t-test, showing statistically significant improvements (p < 0.05) in students' self-awareness, decision-making confidence, and time management related to career planning. Post-implementation feedback indicated that 85% of students gained better insight into their talents and interests, while 82% expressed increased confidence in selecting educational and career pathways. Despite the positive outcomes, several challenges were identified, including limited internet access, varying digital literacy levels, and insufficient integration of digital tools into the school curriculum. To address these barriers, the study recommends future enhancements such as mobile compatibility, AI-powered career recommendations, and targeted training for counseling staff. The findings underscore the potential of digital platforms to bridge gaps in career guidance services and contribute to the broader digital transformation of education in Indonesia, particularly for students in rural or resource-constrained areas. © 2025 IEEE.

Background: The integration of digital technologies into history education represents a fundamental transformation in pedagogical practice, yet comprehensive evidence synthesis regarding its effectiveness remains absent from the scholarly literature. This systematic review addresses this critical gap by evaluating empirical evidence on digital history teaching effectiveness at the undergraduate level. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search of the Scopus database spanning 2013 to 2025. Inclusion criteria encompassed empirical studies involving undergraduate students (aged 18+) that evaluated digital interventions in history education. Two independent reviewers performed screening and data extraction, with discrepancies resolved through consensus. Results: From 46 initially identified records, six studies met inclusion criteria after rigorous screening. The included studies employed diverse digital interventions ranging from collaborative wiki platforms to augmented reality applications. Analysis revealed consistent positive effects on student engagement (100% of studies), moderate improvements in historical knowledge acquisition (67% of studies), and enhanced development of critical thinking skills through primary source analysis. Notably, studies incorporating TPACK (Technological Pedagogical Content Knowledge) frameworks demonstrated superior outcomes in both cognitive and affective domains. Conclusions: Digital technologies demonstrate substantial potential for enhancing history education, particularly in fostering student engagement and developing analytical capabilities. However, the evidence base remains limited by methodological heterogeneity and absence of long-term follow-up studies. Future research should prioritize randomized controlled designs and standardized outcome measures to establish more robust evidence for digital history pedagogy. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The 12th Workshop on Cloud Technologies in Education (CTE 2024), co-located with the 6th International Conference on History, Theory and Methodology of Learning (ICHTML 2025), convened on May 12, 2025, in Kryvyi Rih, Ukraine, and showcased 17 peer-reviewed contributions addressing urgent challenges and innovations in digital education. This review synthesizes the proceedings into five thematic clusters: (1) technology-enhanced pedagogical frameworks, (2) interactive and game-based learning, (3) artificial intelligence and automated tools, (4) crisis-driven adaptation and resilience, and (5) systemic issues of curriculum, assessment, and digital leadership. Findings across these clusters demonstrate measurable gains in student engagement, motivation, and digital competencies, with effect sizes ranging from 0.42 to 0.61. At the same time, the contributions reveal critical challenges including post-training sustainability, infrastructural inequities, and the risks of overreliance on AI. Crisis contexts - pandemic-related remote teaching and wartime disruptions - emerged as powerful accelerators of digital adoption but also highlighted systemic vulnerabilities. Collectively, the proceedings underscore the necessity of aligning technological innovation with pedagogical purpose and institutional capacity. This synthesis positions the CTE 2024 contributions within global debates on the future of digital transformation in education, offering a roadmap for evidence-based, context-sensitive, and human-centered integration of technology into teaching and learning. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The pharmacy profession has evolved globally from traditional product-focused roles to patient-centred healthcare services. In India, while pharmacy education has made strides in various sectors, patient-oriented services remain insufficient, highlighting the need for competency-based education (CBE) aligned with international standards. To investigate stakeholder perspectives on competency-based pharmacy education in Southern India and understand barriers to implementation, with specific focus on the International Pharmaceutical Federation (FIP) developmental goal number 5 regarding competency development. An exploratory cross-sectional qualitative survey was conducted among pharmacy professionals across various sectors. Data was collected through web-linked open-ended questionnaires distributed via email, using purposeful and snowball sampling. Thematic analysis was employed following FIP Goal 5 framework, incorporating both deductive and inductive approaches. The study included 28 participants from diverse pharmacy sectors, with 57.1% male and 42.9% female respondents. Key themes emerged around workforce development, practice enhancement, and scientific advancement. Stakeholders identified critical gaps in current pharmacy education, including insufficient practical training, limited industry exposure, and outdated curriculum designs. The findings highlighted the need for integrating modern technologies, enhancing clinical training, and developing structured assessment tools. Participants emphasized the importance of balancing theoretical knowledge with practical applications and suggested implementing a comprehensive wellness program for pharmacy professionals. The study reveals significant opportunities for reforming pharmacy education in India to meet global standards while addressing local healthcare needs. Recommendations include curriculum modernization, increased industry collaboration, and enhanced practical training. Implementation challenges identified include time constraints, insufficient trained staff, lack of public awareness, and regulatory barriers. These findings provide valuable insights for educational institutions and policymakers in developing a robust, competency-based pharmacy education system in India. © RJPT All right reserved.

With the continuous growth of tourism, there is an increased need for qualified human resources. High turnover rates of employees working in tourism and hospitality have been reported in the literature, occurring frequently in the first years working in those industries. Career expectations and work conditions have been indicated as possible causes for this. For many undergraduate students, internships are the first professional contact and can play a role in shaping career expectations. The aim of this study is to perform a bibliometric analysis of scientific production dealing with these issues, namely internships or career expectations in the context of undergraduate students in the areas of hospitality and tourism. The Scopus database was used to search and collect papers and R Studio software, with the Biblioshiny platform, was used in the analysis. A total of 270 scientific articles were exported, and content analysis was applied to the 10 most cited articles. It was verified that there has been an increased interest in these topics since 2018, with 50% of the production being from this period. The top production country was USA, followed by China. The journals that published the most were Journal of Hospitality, Leisure, Sport and Tourism Education, and Journal of Hospitality and Tourism Education. The keyword used with more frequency was internships. Positive and negative points are mentioned about working in the hotel and restaurant sector, and it becomes clear that knowing students’ expectations makes it easier for them to be welcomed by the employer. The importance of internships is highlighted, although a lack of enthusiasm among the students is noticed. A number of future studies are indicated by various authors. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Introduction: Since 2018, the development of apprenticeship training has been the focus of public authorities. Preventing training dropouts has become a major objective for those involved in the apprentice sector. Objective: This contribution presents an action-research that formalizes a prevention scheme for disruptions in apprenticeship contracts by developmental psychology researchers in partnership, with psychologists and stakeholders in the apprenticeship world. Method: The article reviews the findings of research on the phenomenon of contract termination, emphasizing the issues of social recognition during adolescence. It presents the approach that led to the development of the methodology, based on the implementation of discussion groups with apprentices and professional training groups for trainers conducted by a psychologist. Results: The survey conducted among apprentices shows that discussion groups have three psychological functions: the group as support for the construction of a socio-professional identity, a space for self-recognition, and a vehicle for developing a sense of belonging to a valued community. These results suggest a need to change our perspective on the phenomenon of training dropout by revealing the essential role of relationships with others during adolescence. Conclusion: The discussion emphasizes the risks of the instrumentalization of this type of device, the specificity, and the ethical and deontological issues inherent to the position of the psychologist who intervenes in the context of a social request for the prevention of a phenomenon that raises questions due to its human and financial implications.; Introduction: Depuis 2018, le développement des formations par apprentissage fait l'objet de l'attention des pouvoirs publics. La prévention des abandons de formation est devenue un objectif majeur pour les acteurs du monde apprenti. Objectif: Cette contribution présente une recherche-intervention qui formalise un dispositif de prévention des ruptures de contrat d'apprentissage par des chercheurs en psychologie du développement, en partenariat avec des psychologues et des acteurs du monde apprenti. Méthode: L'article fait le point sur les acquis de la recherche sur le phénomène de la rupture de contrat en mettant l'accent sur les enjeux de la reconnaissance sociale à l'adolescence. Il présente la démarche qui a conduit à la construction de la méthodologie du dispositif, fondé sur la mise en œuvre de groupes de parole avec des apprentis et de groupes de professionnalisation de formateurs par un psychologue. Résultats: L'enquête réalisée auprès des apprentis montre que les groupes de parole ont trois fonctions psychologiques : le groupe comme soutien à la construction d'une identité socioprofessionnelle, espace de reconnaissance de soi et vecteur de développement d'un sentiment d'appartenance à une communauté valorisante. Ces résultats invitent à changer notre regard sur le phénomène des abandons de formation en révélant la place prépondérante de la relation à l'autre à l'adolescence. Conclusion: La discussion insiste sur les risques d'instrumentalisation de ce type de dispositif, et sur la spécificité et les enjeux éthiques et déontologiques inhérents à la position du psychologue qui intervient dans le cadre d'une demande sociale de prévention d'un phénomène qui interroge de par ses implications humaines et financières. © 2025 Société Française de Psychologie; © 2025 Société Française de Psychologie

This chapter provides an overview of scholarship on the political economy of skill formation. Skill formation includes, but goes beyond, the acquisition of human capital in the formal education system by taking into account the formation of skills in a workplace context. Therefore, the interplay between the education and training system, labor market institutions and industrial relations is in focus, as they jointly affect the political economy of skill formation. The chapter starts with the classical perspective of human capital theory and its basic distinction between general and specific skills. In the next step, I discuss how institutionalist approaches from the 1980s and 1990s have enriched the picture by pointing to the impact of labor market institutions and industrial relations as factors influencing decisions about skill formation. Subsequently, I lay out how the topic of skill formation gained significant prominence in the context of the Varieties of Capitalism debate, starting in the early 2000s. The final section of the chapter reviews more recent contributions, discussing the implications of the transition toward the knowledge economy, the complex association between skill formation, inequality and social policies as well as the expansion of scholarship on the political economy of skill formation to world regions beyond the OECD world. © The Editor and Contributors Severally 2025.

Objective: To explore the development trajectory of humanistic care and occupational calling of college nursing students and the predictive relationship between them, so as to provide a theoretical basis for improving the occupational calling of nursing students. Methods: From April 1, 2023 to May 30, 2024, a total of 366 nursing students from 10 colleges and universities in China were selected as the research objects in a longitudinal survey. T1: the early stage of internship (1 to 2 months of internship), T2: the middle stage of internship (4 to 5 months of internship), T3: At the end of internship (8 to 10 months of internship), the humanistic care and occupational calling of nursing students were tracked and investigated, and the cross-lag model and latent growth model were used for data analysis. Results: 342 valid questionnaires were collected (effective recovery rate 93.44%). The cross-lag model showed that: The level of humanistic care at the previous time node significantly positively predicted the occupational calling at the next node (β = 0.431, p < 0.01, β = 0.408, p < 0.001), and the occupational calling at the previous time node on average significantly positively predicted the humanistic care at the next node (β = 0.426, p < 0.001, β = 0.414, p < 0.001). The latent variable growth model showed that the humanistic care of college nursing students in the internship stage showed an upward trend (S = 1.025, p < 0.001), and the occupational calling showed an upward trend (S = 1.155, p < 0.001). At the initial level, humanistic care could predict occupational calling (β = 0.458, p = 0.002), and both the initial level (β = 0.417, p = 0.008) and the development speed (β = 0.439, p < 0.001) of humanistic care could positively predict the development speed of occupational calling. The initial level of occupational calling could positively predict the development speed of occupational calling (β = 0.297, p = 0.020). Conclusion: Humanistic care and occupational calling of nursing students are on the rise. College teachers and clinical teachers should pay attention to the evaluation of humanistic care of nursing students, and rationally use the interaction between humanistic care and occupational calling, which has a positive effect on improving nursing students’ occupational calling. © © 2025 Su, Deng, Hu and Chen.