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"Teaching"

This study explored the integration of computer-aided design (CAD) and neural network technology in vocational education, focusing on course design, skill training, and project-based learning. Through analysis, the study reveals how this technological integration improved students’ practical skills, innovative thinking, and problem-solving abilities. Feedback from students indicated high satisfaction with the personalized resources provided by the system, which effectively met their learning needs. Empirical findings showed significant improvements in students' practical capabilities after applying CAD and neural network technology. Compared to traditional models, students demonstrated faster execution and better reporting skills. This integration marks a breakthrough in practical teaching in professorship education, enhancing both instructional effectiveness and the overall learning experience. © 2025 IGI Global. All rights reserved.

The aim of the present study was to reveal modern approaches to the teaching process based on the principles of fractal didactics. This study reveals the concept of ‘fractal didactics and its influence on the educational process, subject teaching and personality development of future specialists. The principles of fractal didactics are defined and described, in particular: integration, self-similarity, openness, integrity, self. Such synergetic principles of personality development in the conditions of fractal didactics as: the principle of integrity, the principle of continuous development and the principle of balance are disclosed. The methods of fractal pedagogy include integrated as well as holistic learning, and their role in the educational process is described. The results of observation of the process of teaching Russian, Kazakh and English languages, built on the principles of fractal didactics, conducted on the basis of the Kazakh National Pedagogical University named after Abai, are presented. The results of the observation demonstrated that the basis of quality language training of future specialists in the conditions of digital society is the use of integrative and holistic approaches. It is concluded that fractal didactics can increase the effectiveness of subject teaching, in particular teaching Russian, Kazakh and English languages, in the conditions of digital civilization, as well as prepare students for continuous development. The levels of Benjamin Bloom’s taxonomy are described, on the basis of which the educational model of fractal didactics is developed. The most effective way to ensure the formation and development of the necessary skills is through an educational system that corresponds to the taxonomy model of fractal didactics, which was described in the framework of this study. © The Author(s) 2025.

Significant progress has been made in artificial intelligence (AI) in recent years, with AI applications now being used across various fields, including education, healthcare, economics, and scientific research. In this context, AI offers valuable contributions to education and public administration, such as personalized learning experiences, improved teaching strategies, data analysis, and strategic recommendations. Consequently, examining the adoption and diffusion of AI in these areas has become a critical focus. AI Adoption and Diffusion in Education explores the adoption and diffusion of AI in education and public administration. It examines the opportunities, challenges, and ethical considerations of AI adoption, offering insights into its practical implementation and future impact. Covering topics such as accessibility technologies, data mining, and unemployment, this book is an excellent resource for researchers, managers, governmental employees, educators, administrators, and more. © 2025 by IGI Global Scientific Publishing.

Vocational institutions are essential in shaping individuals who are skilled, adaptable, and capable of integrating into various industry sectors. These institutions provide comprehensive training programs that extend beyond conventional teaching methods, emphasizing practical applications and hands-on experiences. This study examines how Measurement Level and System Integration in vocational education impact work readiness. Data was collected from 55 students in engineering programs at Universitas Negeri Padang using questionnaire that measured perceptions of system integration and work readiness, including indicators such as knowledge proficiency and technology utilization. The analysis, using Pearson's correlation and SmartPLS, found a strong positive correlation (r = 0.828) between effective system integration and work readiness. This means that better system integration is linked to improved student readiness for the workforce. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All Rights Reserved.

Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies-such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for Engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a 2k factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking (d=-1.875; p < 0.05), Design of Experiments (d=-2.232; p<0.05), Sustainability (d=-1.142; p <0.05), and Artificial Intelligence (d=-1.143; p < 0.05) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of Education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era. © 2025 IEEE.

There is great potential in the introduction of gamified, interdisciplinary learning approaches in various education environments. This paper explores the effectiveness of Musical Mastermind, a gamified educational tool combining music education and computational thinking to promote interdisciplinary learning. The game, which uses a microcontroller-based LED matrix, challenges students to decode musical sequences, bridging artistic creativity and logical problem-solving. Rooted in the constructivist and experiential learning theories, Musical Mastermind integrates gamification into education, aligning with STEAM principles to foster holistic skill development. The game combines music theory and coding, encouraging exploration, problem-solving, and collaboration. The study was conducted in a seventhgrade classroom using the micro:bit, a cost-effective microcontroller. The students began with an introduction to music and coding, and then created and decoded musical sequences while engaging in collaborative gameplay. A mixedmethods approach was employed, utilizing pre-and post-test assessments, observational analyses, and feedback surveys to evaluate learning outcomes. Results showed significant improvements in music theory comprehension, computational thinking, and problem-solving skills. The students demonstrated high levels of engagement, teamwork, and perseverance, with increased motivation and a stronger connection between music and technology. © 2025 IEEE.

This review critically examines recent teaching methods in computer network practicum and introduces augmented reality (ar) as a transformative enhancement. it begins by analyzing various traditional learning approaches used in computer network education, assessing their strengths and limitations. the review then highlights the potential of ar in revolutionizing the practicum learning experience. findings indicate that ar significantly boosts student engagement and understanding, particularly in applying course material to improve comprehension. ar's interactive and immersive qualities create a dynamic learning environment, fostering a deeper grasp of computer networking concepts. however, the review also identifies challenges in ar integration, including technical infrastructure needs, cost implications, and the necessity for educator training. addressing these, the article proposes thoughtful design considerations for ar-based practicums, emphasizing user-friendly interfaces, scalability, and effective integration with conventional teaching methods. The integration of AR in computer network practicums marks a notable advancement in educational technology, with broader implications for learning and technology fields. © 2025 Nirsal Nirsal; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

Students with learning disabilities (SLDs) aspire to work after they completed their secondary school education and many of them do not know what to expect which leads to inability to be employed in the employment. The aim of this study was to explore and develop work aspiration of SLDs in Malaysia through a series of 10 workshops by developing skills, interests, preferences and support needed for their prospective workplaces. Data was collected through online workshops for 32 SLDs with the support from their parents at home, teachers and practitioners. Qualitative research was conducted to explore the work aspiration in SLDs and findings were triangulated with observations, focus group interviews and documents analysis by the participants, parents and special education practitioners. Research questions highlighted the importance and the impact of developing work aspirations in SLDs. Findings indicated that intentional conversations about work and personalised teaching and learning materials have contributed to the development of work aspirations in SLDs. SLDs displayed increased knowledge about work and enhanced self-determination skills throughout the programme. This study implies the importance of maximising the learning opportunity and collaboration between special education teachers, practitioners and families in providing support for SLDs to aspire for work which has provided a glimpse of hope for the families. This study has impacted the lives of SLDs who are commonly marginalised and unheard of by instilling the aspiration for work as mental readiness for employment. It contributes to the education ecosystem and the disabled community in bridging the unemployment gap. © Penerbit Universiti Sains Malaysia, 2025.

Immersive technologies like Virtual Reality (VR) are gaining recognition as valuable educational tools. VR has been successfully applied in therapy, including treating phobias (Maples-Keller et al., Harv. Rev. Psychiatry, 2017) and pain management (Pourmand et al., Curr. Pain Headache Rep., 2018). It also supports inclusive learning by removing physical barriers and addressing diverse social and emotional needs (Hutson and McGinley, IJTES, 2023). Additionally, VR can teach life skills such as anxiety management, decision-making, and hazard recognition (Roberts-Yates and Silvera-Tawil, Int. J. Spec. Educ. 34, 197–210, 2019). However, its potential to address emotional and social challenges in education and the school-to-work transition remains underexplored (Nuryana, The Palgrave Encyclopedia of Disability, Springer, Cham, pp. 1–8, 2024). This study examines how VR supports social-emotional and motor development and facilitates the transition of students with disabilities from school to employment. Data were collected through VR-based self-awareness workshops at educational sites in Germany, Switzerland, and Liechtenstein. Participants included 17 individuals: students (n = 7), special education teachers (n = 7), and vocational training specialists (n = 3). Selected results indicate that VR enhances student motivation and engagement across subjects. Teachers see VR as a powerful tool for adaptive and inclusive teaching aligned with Universal Design for Learning. However, successful implementation requires integrating both technical and pedagogical elements. While VR has great potential for inclusive education, low-threshold applications remain limited. Future efforts should focus on making VR more accessible and ensuring its effective long-term use in educational settings. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This article examines how a STEAM-based teaching intervention supported by Digital Learning Objects (DLOs) influenced primary school teachers’ preferences and attitudes toward ICT use in teaching. The intervention was designed based on the STEAM approach, implemented using the project method, and its activities focused on cultivating soft skills. The goal of the intervention was to familiarize teachers with a list of clearly defined characteristics of ICT-based teaching, which included three general characteristics: Grade level, Subject area of technology use, and the Interactive nature of digital resources; three teaching features of digital learning objects: Reusability, Generativity, and Adaptability; and four technical features of DLOs, namely Interoperability, Accessibility, Durability, and Interactivity. To explore the significance of these characteristics in primary school teachers’ choices to integrate digital resources into their teaching, Discrete Choice Models were employed to a sample of 102 participants. The analyses revealed a statistically significant increase in the influence of DLOs’ teaching and technical features on teachers’ preferences post-intervention. Regarding general characteristics, teachers continue to favor interactive resources, while differences between Subject areas disappear. Additionally, a UTAUT-based scale measured attitudes toward ICT, with Wilcoxon tests indicating significant improvements in four factors within the experimental group. The findings could inform the development of more suitable digital resources and targeted professional development programs for DLO integration. Moreover, the intervention’s methodology, structure, and content could serve as a model for future activities within Skills Workshops. © The Author(s) 2025.