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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

The Learning Outcomes revolution has swept the globe. Heralded as the means to raise vocational education and training standards, and establish equivalence with academic qualifications, the outcomes assessment model has been at the vanguard of VET reform. These bold claims derive from the particular characteristics of outcomes design: atomised performance statements, the aggregate credit system, and exhaustive sampling. The architects of the Outcomes movement claim that these characteristics provide the transparency, flexibility and learner motivation that classical assessment design apparently lacks. Yet the Outcomes template has attracted a great deal of criticism, particularly from academic quarters. Critics find that outcome-based assessment fails to account for holistic curricular knowledge, and is therefore not fit for purpose. This article provides evidence that supports these findings. Investigating how outcomes qualifications operate in their environment, this study finds that the outcomes model interacts with accountability pressures to produce deleterious effects. Drawn from data derived from a literacy embedding study, the paper uses the concept of subject procedural knowledge to explore how teachers of outcome-based qualifications interpret their subject knowledge. It is argued that the model produces a compositional fallacy, and a tail-wags-dog culture whereby assessment consumes curricula and pedagogy, thus undermining educational quality. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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.

This study explored one preservice teacher education program through the perspective of andragogy, a framework traditionally associated with adult learning. Conducted at a college of education in Beirut, the research is based on semi-structured interviews with 24 undergraduate student-teachers in their final year of a bachelor’s degree program. The thematic analysis revealed significant misalignments between the program’s design and andragogical principles, particularly in relation to learner autonomy, reflective practice, and intrinsic motivation. The findings underscore the necessity of reimagining teacher education not merely as a credentialing process, but as an active space for professional formation, where prospective teachers are empowered to shape their own learning paths and engage critically with the intersection of their lived experiences and academic content. To this end, the study advocates for a transformative approach that unboxes learning beyond accreditation, integrates professors with K-12 teaching experience, and fosters a culture of ongoing professional development. These recommendations not only offer pragmatic solutions for improving the program but also contribute to the broader discourse on how teacher preparation programs worldwide can evolve to cultivate reflective, self-directed professionals capable of traversing the complexities of modern educational landscapes. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study developes and validates an Automation Studio-based critical thinking assessment instrument for electrical engineering students, focusing on the ladder diagram concepts in automation control systems. The multiple-choice instrument emphasises the significance of critical thinking in engineering education, particularly in the design and analysis of logic control systems. A quantitative methodology was employed with content validation conducted by experts, in addition to construct validity and reliability analysed statistically using SPSS. Out of the 45 items, 35 were deemed valid with item correlation values exceeding the significance threshold (r > 0.3). The reliability, measured using Cronbach's alpha, was 0.926, indicating excellent internal consistency. Difficulty levels and question differentiation confirmed the efficacy of the instrument in assessing critical thinking skills. This study contributes to the development of technology-based critical thinking evaluation tools that are appropriate for contemporary engineering education. Future research directions include adapting the instrument to other engineering disciplines, and refining it through broader population testing.The findings underscore the relevance of validated and reliable instruments for fostering critical thinking among engineering students. © 2025 Endryansyah Endryansyah et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.The article is published with Open Access at https://www.temjournal.com/

The article considers the issue of the application of collaborative learning techniques in the process of professional training of IT specialists at higher education institutions. Based on the analysis of scientific publications, it is shown that the theoretical and applied aspects of collaborative learning are thoroughly developed. Therefore, it is necessary to adapt them to solve partial tasks of the educational process. For this purpose, we have designed a collaborative learning framework for Computer Science students training in the field of database design. The framework contains a description of stages of educational interaction between students and the teacher. The main stages of the collaborative learning framework for training in the field of database design: (1) obtaining of theoretical knowledge and formation of primary practical skills; (2) selection of the subject area; (3) conceptual database design; (4) logical database design; (5) physical database design; (6) presentation of results; (7) evaluation of results. The framework was implemented in the teaching of the bachelor course "Databases and Information Systems"at Bogdan Khmelnitsky Melitopol State Pedagogical University. 30 second-year students of the specialties Computer Science and Vocational Education (Digital Technologies) took part in the study. There were no statistically significant differences between the studied groups. At the same time, students who worked in teams gained experience in teamwork, awareness of its advantages and difficulties, and skills in peer learning, self-assessment, and peer assessment. The conducted empirical research has shown that the application of collaborative learning techniques has significant educational potential for developing IT students' abilities to teamwork. © Published under licence by IOP Publishing Ltd.

To better apply information technology in vocational education and enhance the quality of skilled talent training, the article constructs a dual-coding analysis framework for higher vocational classroom teaching behavior. It conducts S-T analysis and classroom interaction matrix analysis on nine high-quality higher vocational classrooms characterized by information technology empowerment, refining the teaching models of high-quality higher vocational classrooms under different course types. Then, using lag sequence analysis, it identifies typical teaching behaviors and the characteristics of teaching behavior sequences. Finally, the article proposes strategies to optimize information technology-enabled higher vocational classrooms from three aspects: the creation of teaching environments, the construction of teaching strategies, and the development of teaching resources, with the aim of optimizing teaching efficiency and improving the quality of talent training. © 2025 IGI Global. All rights reserved.

The article considers implementing a competency-based approach in teaching astronomy and astrophysics in general and specialised educational institutions. competency-based learning facilitates not only knowledge acquisition but also the development of key skills, including critical thinking, research and digital competencies, analytical abilities, communication skills, and teamwork. Special attention is given to the use of interactive technologies, particularly virtual laboratories, simulations, and digital tools, which enable students to observe and analyse astronomical phenomena even remotely. Programmes such as Stellarium, Universe Sandbox 2, and others open up opportunities for a deeper understanding of complex astronomical processes and contribute to the formation of students' scientific worldviews. The article also examines methods of organising laboratory work and research projects aimed at modelling cosmic phenomena, analysing the physical characteristics of stars, and calculating planetary orbits. The use of modern technologies in teaching allows for high-quality material assimilation, increased student motivation, and the integration of interdisciplinary knowledge. The research results confirm the effectiveness of the competency-based approach, which ensures the development of necessary skills for successful student adaptation to modern technological society and their preparation for further scientific or professional activities. © Published under licence by IOP Publishing Ltd.

This study aimed to develop and evaluate a digital-based history curriculum tailored for Indonesian senior high schools, addressing the pedagogical gap between traditional history instruction and 21st-century learning demands. Employing a Research and Development (R&D) methodology guided by the ADDIE model, the research involved five curriculum and pedagogy experts, ten history teachers, and over 200 students from six public high schools with varying levels of technological infrastructure. The study encompassed a comprehensive needs analysis, expert and teacher validation, guided classroom implementation, and multi-source impact evaluation using interviews, observations, formative assessments, and digital questionnaires. The curriculum was validated with high scores by experts (mean = 4.80) and teachers (mean = 4.60), highlighting its structural coherence, relevance, and ease of implementation. Classroom trials across schools demonstrated consistent effectiveness (mean = 4.60), with no significant variance found through ANOVA analysis (p > 0.05). Qualitative results indicated increased student engagement, deeper historical understanding, and development of contextual thinking. The study offers a novel approach to system-level curriculum design where digital media is the backbone of instructional planning. This model contributes to global discourse by presenting a scalable, equitable, and pedagogically resilient solution for integrating digital history education in diverse and resource-limited settings. © Copyright (c) 2025 Zulkarnain Zulkarnain, Salamah Salamah, Fahruddin Fahruddin, Darsono Darsono. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).