Search Results for
"Higher education"

Internships can effectively develop employability skills for students and foster their education-to-work transition. Internships are particularly beneficial for international students, who often choose to study overseas to enhance their employability and seek migration opportunities. This chapter reports findings from a systematic literature review that examines the empirical evidence on internship experiences of undergraduate international students (UIS) in Australia. Thematic analysis revealed insights into UIS’s perspectives on internship benefits, internship satisfaction/dissatisfaction, and factors influencing their experiences. Findings indicated that UIS faced challenges such as access to internships and support to work and learn in the internship. While the internship experiences varied between international students, they were significantly associated with their international student status. We discuss ways to improve the internship experiences of international students, as a contribution to developing quality skilled immigrants. We also recommend future research directions. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.

Developing sculpting and carving skills among art college students remains a critical problem in art education, where the conventional approaches are not very constructive for creativity, skill generation, and spatial conception development. To overcome this challenge, 3D Virtual Reality (VR) technology was developed for the enhancement of sculpture and carving skills. This research examined the difference between sculpting in a VR environment and traditional clay modeling, including their impact on creativity, skill acquisition, student motivation and participation, learning time, spatial ability, and creativity. A mixed method was used that involved quantitative questionnaires and qualitative interviews, with 532 undergraduate students who were a part of both VR and clay models, focusing on data collection. The result showed that the students were able to perform better in VR environments with enhanced creativity, technical skills, spatial thinking, and higher levels of engagement and motivation when compared to clay sculpting. It was found that VR allowed students to learn and perform complex sculpting processes in a short time, and students were more innovative in the ways they designed sculptures. It was also shown that VR facilitated the acquisition of 3D space and, more importantly, provided an interactive setting that was immersive and promoted creativity. This study demonstrates the use of VR in the field of arts education, providing evidence that VR can change the course of traditional sculpting and carving. The results highlight the VR’s ability to improve technical skills as well as artistic skills. The research indicates that VR improves the process of teaching sculpting techniques and provides a better understanding of the creative function and faster learning of the sculpting process. © Association for Educational Communications and Technology 2026.

This study aims to develop a digital journalism learning module oriented toward anti-gender discrimination and the prevention of sexual violence in higher education. Using a quantitative approach, surveys were conducted with 148 students and interviews with three lecturers in West Java. Analysis revealed that 94% of respondents support integrating anti-gender discrimination concepts into journalism learning materials. The module development follows the 4D model (Define, Design, Develop, Disseminate), ensuring its relevance to practical needs. The results indicate that multimedia-based digital modules (text, images, audio, video) are perceived as more interactive and effective, aligning with Richard E. Mayer's Multimedia Learning Theory. The study also found positive relationships between digital modules, anti-gender content, learning preferences, and student engagement. These modules enhance not only students' journalistic skills but also their social awareness of gender issues and sexual violence, supporting the implementation of Prevention and Handling of Sexual Violence, policies in higher education. This study recommends integrating digital media as an adaptive learning solution aligned with e-learning trends. The modules are expected to foster an inclusive and ethical educational environment, preparing students for the dynamic media industry. Furthermore, adopting these modules enhances the competitiveness of higher education institutions in meeting modern digital education demands. © 2026 GMP Press and Printing.

Virtual Reality (VR) technology offers novel opportunities for education and training along with grounds for critical evaluation of its implications. This study explores maritime students’ perceptions towards VR simulators utilising constructs from the Technology Acceptance Model (TAM) with VR-specific factors, learner-centric attributes, and external considerations associated with VR simulators. A structured questionnaire was used to collect data from 221 maritime students in Norway and the United Kingdom (UK). Data analysis was conducted using the Partial Least Squares-Structural Equation Modelling (PLS-SEM) method to operationalise the extended TAM framework. The findings highlight the importance of perceived cognitive benefits of VR simulators and students’ enjoyment during VR training. Further, students with higher perceived self-efficacy report greater perceived ease of use of VR simulators and stronger behavioural intentions. Meanwhile, learners’ autonomy has a significant negative association with perceived ease of use, while regulatory uncertainty reduces learners’ intention to use VR simulators. The results highlight the uniqueness of maritime students’ perspectives on VR simulators. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study examines the role of Oman’s business schools in aligning educational initiatives with Vision 2040 and preparing graduates for the challenges of the Fourth Industrial Revolution (Industry 4.0) and beyond. A qualitative research approach was used, involving semi-structured interviews with stakeholders, including industry professionals, business graduates, business faculty, and heads of business programs. The study highlights the necessity for business schools to align with Vision 2040, focusing on skill development, innovation, and entrepreneurship. It emphasizes integrating Industry 4.0 concepts into the curriculum and fostering academic-industry collaboration. Essential skills for graduates include interpersonal, leadership, and adaptability skills, along with technical competencies. Leadership within business schools is crucial for driving transformative change through proactive industry engagement and continuous curriculum adaptation. The study advocates program adjustments to enhance job readiness, industry collaboration, pedagogical improvements, and faculty upskilling. The study is limited to institutions offering business and management programs and relies solely on qualitative data from semi-structured interviews. The findings offer strategic guidance for business education, supporting Oman’s economic diversification and the development of a skilled workforce. This research contributes to the literature on business education and organizational change, providing a foundation for policymakers to develop frameworks and policies to enhance student competencies, thereby fostering regional development in Oman and the gulf region. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Previous research shows that individuals’ educational level is associated with skill mismatch, but knowledge about the influence of horizontal dimensions of education and education’s variation throughout the career is limited. This study analyses the link between education and skill mismatch by considering the influence of educational levels, vocational specificity, and occupational specificity from a career perspective. Using the survey wave 2016 of the German NEPS Adult Cohort, I find that individuals with a higher educational level are less likely to be underskilled, but more likely to be overskilled. Conversely, higher vocational specificity is associated with a higher likelihood of underskilling but a lower likelihood of overskilling, whereas occupational specificity is not significantly related to skill mismatches. The findings also highlight that the link between education and skill mismatch varies with time since graduation, and that the role of vocational and occupational specificity differs across educational levels. © The Author(s) [2025]. Published by Oxford University Press. All rights reserved.

Much of the research on identity formation of early-career researchers (ECRs) emphasizes how neoliberal restructuring of academia has impacted processes of becoming an academic. As a marginalized population in the academy, this is especially acute for women and female-read bodies. This study illuminates “academic identity crafting” processes based on sixteen interviews with ECRs in the United States and Austria who identified as women. Findings point to forms of identity crafting that are connected to “thriving for autonomy,” “having a community,” and “finding purpose.” In addition, challenges of academic identity crafting, which are related to the neoliberal influence on the academy as well as the perceived absence of role models and mentors, were identified. This study highlights the need to improve the ways in which higher education institutions support early-career women researchers in crafting their academic identities. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial 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).

Labour productivity has been a critical area of research, particularly in addressing challenges posed by globalisation and Industry 4.0. While the importance of training in enhancing productivity is widely recognised, there is a lack of systematic research that traces evolution, trends, and thematic shifts in this field. This study addresses this gap by analysing a dataset of Scopus-indexed articles spanning from 1971 to 2024, offering an analysis of how training influences labour productivity, based on an extensive bibliometric review. Design/Methodology/Approach — From an initial pool of 1,708 documents, 552 relevant articles were selected for analysis. Through descriptive statistics and bibliometric analysis, the study reveals significant growth in research focused on the multifaceted effects of training on productivity, reflecting sustained and expanding interest in this topic. Findings — The conceptual structure of this field is visualised through scientific mapping, which identifies three primary research clusters: alignment between employer needs and higher education outcomes, core employment frameworks for productivity, and the influence of work-based learning on labour effectiveness. These clusters offer insights into the field’s foundational and emerging themes, illustrating the multidimensional role of training in meeting labour market demands. Publication activity has accelerated markedly since 2007, with 62% of all contributions appearing after 2015. The analysis of country collaboration further shows that the United States, China, and the United Kingdom are leading contributors, while the strongest international ties are observed between the United States and both China and the United Kingdom. Originality/Value — Going beyond previous studies, this research employs bibliometric methods to uncover underlying patterns and trajectories in the literature. The findings provide a roadmap for future research directions, pinpointing key areas for deeper investigation and encouraging interdisciplinary approaches to understand the enduring impact of training on labour productivity. © 2025 World Scientific Publishing Co.

In an increasingly turbulent world shaped by rapid technological advancement and intensifying geopolitical tensions, the integration of Artificial Intelligence (AI) within higher education Institutions (HEIs) presents both opportunities and ethical complexities. Among HEIs’ most critical objectives is enhancing students’ employability and adaptability in the evolving labor market. This study aims to explore the relationship between AI experience and future career adaptability, with a focus on the mediating role of job insecurity and Career prospective estimation, as well as the moderating role of psychological distress. This study adopted a quantitative study with 385 participants from HEIs. The findings indicate that students with stronger AI experience exhibit higher levels of career adaptability and vocational learning capabilities. Furthermore, the career prospective estimation acts as a mediator to bridge AI experience and learning ability. Lastly, the moderator role of psychological distress was found to have a negative relationship with AI experience, job insecurity, and career prospective estimation. This study offers theoretical and practical implications for students, educators, and HEIs, highlighting the importance of strategically guided AI adoption to foster career readiness and adaptability in the digital age. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2026.

This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches. © 2026 The Author(s).