Search Results for
"education"

This article examines exposure to carcinogens in workplaces among vulnerable youth in a Co-op training program for adolescent and young adult trainees with low educational attainment. It explores how socio-environmental factors increase these risks. An ergonomic approach was used to understand real-world work situations, going beyond measuring exposure to understanding the mechanisms involved. The methodology includes self-reflection interviews (SRI) with eleven trainees, using video of their work situations to stimulate reflection. The analysis examines how gender, communication difficulties, and the gendered nature of trades influence the perception of risks, the understanding of exposure mechanisms, and knowledge of prevention measures. Key findings reveal that trainees often underestimate cancer-related risks, associating the absence of immediate discomfort with the absence of danger. Their understanding of exposure pathways is limited, with ingestion being the most recognized route. Trainees often recognize immediate effects over long-term health consequences. Gender plays a significant role, with young women in caregiving roles prioritizing the safety of others over their own. Trainees in masculine-typical jobs are more likely to receive support and guidance from colleagues. Communication skills impact risk awareness, with trainees who struggle to articulate their thoughts having more difficulty in identifying and explaining hazards in interviews. The study highlights significant gaps in trainees’ comprehension and application of occupational health and safety measures. This research advances efforts toward a sustainable and equitable approach to occupational cancer prevention. © 2026

Aim The purpose of this Systematic Literature Review (SLR) is to define the attributes of Competencies and Capabilities Between Staff and Management (CCBSM) under different definitions, dimensions, antecedents, and consequences. Background Organizations increasingly rely on competencies and capabilities to achieve strategic goals, yet existing research shows several critical gaps. Prior studies highlight a lack of comprehensive strategies, insufficient integrative framework development, and limited methodological diversity for examining organizational dynamics. In addition, practice gaps in human resource management continue to hinder the effective application of these principles in real-world contexts. Addressing these gaps is important not only for advancing theoretical understanding but also for ensuring practical relevance, which underscores the significance of the present study. Introduction In today’s challenging and uncertain economic environment, robust competencies and capabilities are crucial for management to lead staff in achieving business goals. Staff members are often tasked with supporting line functions, indirectly contributing to the organization’s success. The effectiveness of these roles depends on the competencies and capabilities of both staff and management, which this review investigates through an analysis of existing literature.√. Design The SLR is designed to synthesize research on CCBSM, where the search methodology is conducted in academic databases (Science Direct, Springer, Emerald, AOM, Wiley Online Library, and Taylor & Francis) and other publication database sources (Google Scholar, FT50, WoS, Free-Full-PDF site) under the guidelines of the PRISMA protocol over the period of 2010 to 2022. The inclusion criteria focused on relevant articles in English from high-impact journals, while excluding non-research reports and studies outside the domain of competencies and capabilities.√. Findings The findings reveal a complex landscape of CCBSM in terms of definitions, dimensions, antecedents, and consequences. The attributes of CCBSM in organizations comprise communication and engagement, execution of trust building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view. Antecedents to CCBSM in an organization involve decision-making, risk taking, self-management, team building, coordination, staff training and education, support organization routines, changes to policy and the mission statement, types of theoretical models, and evaluation measures. Consequences contain personal factors, professional factors, staff outcomes, organizational outcomes, and financial outcomes. √. Discussion The review highlights the importance of effective communication, engagement, execution of trust-building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view as the key dimensions of CCBSM. These dimensions are critical in shaping the competencies and capabilities of staff and management, which in turn impact the overall performance of the organization. √. Conclusion and implications for organizations The study highlights the importance of various dimensions of CCBSM, including communication, engagement, trust-building, professional and technical expertise, leadership, and a resource-based view. These dimensions are critical in shaping the competencies and capabilities of staff and management, which impact organizational performance. √This study contributes by developing an evidence-based framework that enables organizations to adopt a more strategic approach to staff and management development within the CCBSM context. The framework emphasizes targeted investment in competencies, the cultivation of a supportive organizational culture, and the promotion of continuous learning and innovation, thereby advancing both theoretical understanding and practical application in organizational settings. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

High school students are in an important stage of life. They may be thinking about college and career while having daily social interactions where their peers and teachers continually influence their attitudes and interests about their future. They are also preparing to enter a world in which expanding science, technology, engineering, and mathematics (STEM) opportunities seem to be the priority for many businesses and governments. For high school students with disabilities (HSSWD), these realities are made more difficult by factors that are not only related to but also apart from their disability condition. The present study focused on analysing and understanding attitudes toward STEM subjects and careers from 229 HSSWD in the western United States (US). Results indicated HSSWD may prefer engineering and technology over other STEM subjects or careers, perceiving them to be more hands-on and relevant. Results also preliminarily indicate construct validity and internal consistency reliability for the engineering and technology subscale in the student STEM measure that was utilized. The implications of the study’s results pertain to how teachers may structure special education and related services to HSSWD as they plan and prepare for post-high school STEM pursuits. This should also include providing HSSWD additional individualized instructional supports as well as opportunities to apply their classroom STEM learning in out-of-school, real-world settings. © Ontario Institute for Studies in education (OISE) 2026.

Unplanned extubation of peripherally inserted central catheters (PICC-UE) is a prevalent complication with a high incidence rate and significant adverse effects. This study aimed to investigate the knowledge, attitudes, and practices (KAP) of nursing interns regarding PICC-UE. A cross-sectional study was conducted with 802 nursing interns from 10 hospitals in China. The score rate for KAP dimensions was 65.75%, 95.47%, and 78.67%, respectively. Factors associated with knowledge scores included gender (female), prior nursing experience, age (20–22 years), weeks of clinical practice (15–30 and > 30 weeks), training times (1–2 and > 3 sessions), and learning format (centralized online and offline) (all p < 0.05). Attitudes were significantly influenced by nursing experience, age (20–22 years), education level (undergraduate), weeks of clinical practice (15–30 and > 30 weeks), and training times (1–2 or > 3 sessions) (all p < 0.05). Practices were significantly associated with nursing experience, education level (undergraduate and graduate), weeks of clinical practice (15–30 weeks), and training times (1–2 and > 3 sessions) (all p < 0.05). In conclusion, while the participants demonstrated positive attitudes, their knowledge requires enhancement, and their practices are moderate. © 2026 John Wiley & Sons Australia, Ltd.

Faculty members in hospitality and catering education play a pivotal role in equipping students with the competencies needed to thrive in competitive industries. The expertise of faculty members is vital for both institutional effectiveness and student development. This paper aims to explore the relationships among the teaching competencies of faculty members (TCs), the efficacy of the teaching method (ET), and Graduate Attributes (GAs) in hospitality and catering education. This study employs a quantitative approach to investigate the relationships among TC, ET and the GA, with a focus on the universities and hospitality industries in Ghana. A purposive sampling technique was used to gather data from the respondents, comprising 113 faculty members and 385 graduates. A structured questionnaire was used to gather information from the respondents. Smart partial least squares structural equation modelling (PLS-SEM) was used to analyse the data. The empirical findings underscore positive and significant relationships between ET and GA (β = 0.410, t=9.056, p<0.01). Additionally, TC had a positive but statistically insignificant effect on GA (β = 0.065, t=1.529, p>0.05). The results revealed that TC and ET collectively accounted for 20.2% of the variance in the GA. This study makes notable contributions to both theoretical understanding and practical implications in the teaching field at the university level. This research extends existing knowledge and offers novel insights into the relationships among TC, ET, and the GA. The findings provide practical implications for educational institutions, particularly universities in Ghana, by emphasizing the importance of investing in faculty member development and promoting active learning strategies. This research thus contributes to improving the quality of teaching and learning in hospitality and catering programs and positions institutions as leaders in producing graduates who are confident, competent, and career-ready. © 2026, Malque Publishing. All rights reserved.

This study investigates the influence of business internship experiences on the work readiness of economics students in Vietnam, addressing a critical gap in the country’s higher education-employment linkage. Grounded in the Knowledge-Skills-Abilities (KSA) framework and Self-Determination Theory (SDT), the study examines how professional skills and work motivation serve as dual mediators in the relationship between internship participation and students’ readiness for the labor market. A structured survey was conducted with 389 final-year economics students from four major universities in Ho Chi Minh City. Structural equation modeling using SmartPLS 4.0 was applied to test the proposed model. The findings demonstrate that internships have both direct and indirect effects on work readiness. Specifically, internships significantly enhance professional skills, which in turn foster greater intrinsic motivation, leading to improved work readiness. Among the mediators, professional skills emerged as the stronger factor, while work motivation acted as an amplifier of the internship’s effect. The study provides empirical evidence that supports integrating practical experience into academic programs, particularly in emerging economies where theoretical training often dominates. Practical recommendations are offered for universities to develop structured and skill-oriented internship programs, for businesses to play a proactive role in student development, and for policymakers to align internship policies with national workforce strategies. This research not only contributes to the literature on graduate employability but also delivers actionable insights for stakeholders aiming to close the gap between academic training and labor market demands in Vietnam and similar contexts. © (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Micro-credentials have become essential in higher education by facilitating skill recognition, enhancing workforce preparedness, and promoting innovation in digital learning. Their flexible, competency-based format aligns closely with evolving industry requirements. This study investigates the role of digital microcredentials offered through wajar.id in shaping students’ perceptions of employability and career awareness. The research focuses on examining how dimensions such as perceived usefulness (PU), perceived ease of use (PEOU), and perceived satisfaction (PS) influence career awareness (CA) and employability (E). Employing a quantitative approach, the study utilized a descriptive statistical design and Structural Equation Modeling (SEM) to analyze data collected from 182 students at a public university in Indonesia who participated in microcredential programs on the wajar.id platform. The findings reveal that PU and PEOU are significant contributors to CA, emphasizing the role of program relevance and ease of use in enhancing students’ career understanding. Moreover, PS demonstrates a strong influence on both CA and E, underscoring the importance of student satisfaction in driving career readiness and employability outcomes. CA emerges as a critical mediator, bridging the effects of PU, PEOU, and PS on E, highlighting its central role in translating program perceptions into tangible employability benefits. The results provide actionable insights into the design and implementation of effective microcredential programs, particularly through platforms like wajar.id, that foster career awareness and readiness among students. The study provides practical implications for educators and policymakers to optimize micro-credential initiatives in higher education, particularly in the Indonesian context, to bridge the gap between digital learning and employment readiness. © (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

We study how improved wage opportunities for skilled workers affect firm-based training, using the 2002 opening of the Swiss labor market to German commuters as a natural experiment. The reform triggered a large outflow of skilled workers from German border regions, prompting firms to expand apprenticeship training. Using a Difference-in-Differences approach, we find a significant increase in the number of apprenticeships in affected firms in Germany despite unchanged apprentice wages. This pattern is consistent with an outward shift in apprentice supply: higher wages for skilled workers across the border made apprenticeships more attractive to young people. Our findings suggest that improvements in skilled workers’ wage prospects, rather than adjusting apprentice pay, may help to address training gaps and alleviate skill shortages. © © 2025. Published by Elsevier B.V.

This study explores how vocational education and training (VET) teachers in Sweden support students with special educational needs (SEN) during work-based learning (WBL). Based on interviews with 15 teachers from nine upper secondary VET programmes, the analysis draws on communities of practice and Biesta's three domains of education. Findings show that VET teachers employ adaptive strategies such as breaking down tasks, offering visual aids and negotiating incremental participation to enable access to WBL. However, inclusion often remains fragile and uneven. Workplaces are rarely designed to accommodate students with SEN, leaving VET teachers to shoulder responsibility for mediation and adaptation. While WBL can provide legitimate peripheral participation, opportunities for recognition, progression and subjectification are frequently limited, especially when students are restricted to repetitive or marginal tasks. This study argues that meaningful inclusion requires systemic arrangements that balance workplace demands with broader educational purposes, enabling students with SEN to participate safely and with agency in vocational communities. © 2026 The Author(s). Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.

The growing demand for qualified professionals for the twin green and digital transition exceeds the supply of candidates, highlighting the urgency of effective educational methods for qualifying individuals in a circular economy (CE). However, despite the CE field having made several advances in terms of academic research and practical applications, teaching the CE has not received proper attention. Recently, the skills required in a twin transition have been defined, along with a framework identifying which of these skills should be fostered in new educational initiatives. However, it is still not clear which teaching methods are most suitable to support education in CE. This study, based on a systematic literature review, identifies 11 teaching methods, such as case studies, project-based learning, and gamification, that develop technical, digital and resilience skills. Given the continuous evolution and interdisciplinarity of the CE, particularly when combined with digital technologies, the delivery of knowledge necessitates appropriate and flexible approaches. By providing theoretical and practical implications, the study guides educators and policymakers in creating curricula aligned with market demands, promoting interdisciplinary education for the twin transition. © 2025 The Authors.