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Contemporary industrial policy in the United States positions ‘upskilling’ as an essential link between substantial federal investment and the creation of skilled, high-quality jobs. Yet historical evidence raises questions about whether ‘upskilling’ reliably translates federal investments into stable, high-quality employment. Drawing on archival records, policy documents, and preliminary fieldwork, this article examines that claim through paired historical and contemporary case studies of workforce development programmes in the semiconductor industry. We begin by analysing the ‘skills gap’ narrative, exploring how this rhetorical construct evolved into a seemingly incontestable bipartisan policy consensus. An examination of historical records, specifically the internal archives of Texas Instruments, a leading semiconductor firm, indicates that firm-designed training programmes frequently shifted costs and risks from employers to taxpayers, producing minimal durable gains in wages, job security, or workforce safety. The final section examines a contemporary case in Ohio, where Intel’s planned ‘mega-fabs’ have catalysed statewide training initiatives at 84 technical schools, colleges, and universities. Without guarantees of high-quality jobs and corporate accountability, historical precedent suggests contemporary workforce development initiatives risk serving corporate interests over broad-based growth and working class interest. By historicising ‘up-skilling’, this article offers a critical analysis of workforce development policies linked to industrial strategies. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article explores how arts-based programs in Danish schools and daycare centers support educators’ professional development through collaboration with professional artists. Although such programs primarily aim to enhance children’s creative engagement in arts, our data from the Danish KUMULT! initiative – a cultural arts-based program involving professional artists and children from daycare centers to 9th grade – reveal that teachers and pedagogues also experience unexpected professional development. Drawing on interviews, surveys, observations, and teacher reflections from institutions across six municipalities, we identify a phenomenon of unintended apprenticeship, where educators informally adopt new methods and perspectives through practice-based collaboration with artists. Using situated learning theory, we show how such programs revitalize teaching and support creative, practice-driven professional development. ©2025 Maria Lyndgaard & Lene Tanggaard.

In the new era, applied economics education is evolving with increasing emphasis on practical training. To cultivate high-quality talents equipped with both theoretical knowledge and practical skills, educational institutions must continuously improve their teaching strategies. This article analyzes the current state of applied economics education, identifies existing challenges, and highlights the importance of practical learning in enhancing students’ abilities and employability. It proposes strategies such as school-enterprise collaboration, simulation training, and real-world project integration. Moreover, advanced computational algorithms—such as machine learning and optimization techniques—are introduced into teaching practices, offering innovative tools that deepen students’ understanding of economic issues and improve problem-solving capabilities, particularly in data analysis, model building, and evidence-based decision-making. © 2025 IGI Global. All rights reserved.

This book offers a comprehensive exploration of research methodology, providing invaluable insights for students and researchers in the AEC industry and engineering fields. Through this book, readers learn the theoretical and practical aspects of research design and academic writing, making it an indispensable resource for anyone engaged in scholarly investigation.This book covers a wide range of topics essential to robust research practices. Readers explore identifying research gaps, formulating problem statements, crafting precise research questions, objectives, and aims. This book delves into the philosophical foundations of different research paradigms—ontological and epistemological factors that impact methodological decisions. It also provides an in-depth examination of qualitative methods such as ethnography, grounded theory, narrative analysis; quantitative methods including experimental design, survey techniques; as well as mixed-methods approaches that combine both to yield comprehensive results.In addition to theoretical content, this book offers practical tools like templates for research proposals and checklists for data collection. These resources are designed to aid researchers in efficiently applying their knowledge in real-world settings. The authors emphasize clarity, coherence, and scholarly rigor in academic writing while providing practical techniques to overcome common obstacles faced by researchers.This book is essential for researchers, scholars, students at all levels who seek to enhance their understanding of research methodology. It provides clear guidance on structuring and organizing research articles, performing literature reviews, presenting findings with scholarly rigor. Whether you are a novice researcher or an experienced academician looking to refine your skills or gain new perspectives on methodological practices—this book is tailored to meet your needs.Researchers in fields such as architecture, engineering construction (AEC), environmental design find this work particularly beneficial. Its comprehensive scope guarantees its authenticity usefulness rendering it indispensable literary essential study academic writing methodological investigation. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

This article examines student academic performance through the lens of stress-related intersectionality among university lecturers in Ukraine during wartime. It presents empirical research on how professional stress, exacerbated by the military context, affects the pedagogical effectiveness of higher education lecturers and, as a result, student academic performance. The main stress factors identified include work overload, emotional burnout, administrative pressure, lack of institutional support, and war-related challenges such as danger, displacement, and the constant threat of attack. The study, conducted in three Ukrainian higher education institutions located in regions with different security and social conditions, included surveys, interviews, focus groups, and diary keeping with both teachers and students. The results confirm that stress during war significantly undermines the quality of teaching, student motivation and academic performance. The article proposes a set of stress management strategies, including organisational changes, psychological support systems in universities, the development of self-regulation skills, and professional mentoring. The implementation of these measures will strengthen the mental health of Ukrainian teachers and contribute to improving student academic performance in conditions of martial law. © 2025 Association for Research in Post-Compulsory Education.

Engaging young individuals through second-chance education (SCE) is crucial for providing alternative pathways to gain relevant qualifications and improve their career and life prospects. This research synthesis aimed to identify patterns that better define why and how SCE can be considered a complement to mainstream education. It focused on the compensation aspect of SCE, emphasizing its role in encouraging a return to education or accessing the labor market. The study systematically examined research articles tackling SCE in Western Europe to reveal unique characteristics, explore students’ experiences, and address its outcomes. Adopting a configurative approach, this study analyzed 68 records organized around three domains: pedagogic design of second-chance education, students’ experience through SCE programs, and measured outcomes of these programs. Results revealed SCE’s student-centered approach, flexibility, and trust-oriented nature, promoting personal growth, social skills, and employability. More longitudinal and quantitative studies are needed to assess long-term effects. © The Author(s) 2025. 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).

Purpose – Simulations have been explored and used as effective educational tools to support active learning. However, despite the increasing adoption of simulation-based learning, there is a need for the design of comprehensive simulations that can support the acquisition of a range of competencies linked to the current construction industry demands. With an aim of determining the current situation, this study conducts a systematic literature review (SLR) on simulations for teaching construction management to undergraduate students. Design/methodology/approach – The articles were selected through a systematic literature review following the PRISMA guidelines, and utilizing Scopus and Web of Science databases. Findings – This study shows that a total of 94 simulations were identified from the literature and can be categorized in terms of their composition by virtual, real or virtual and real elements. The majority of the simulations have been designed with virtual elements. This study shows that 22 competencies and skills were developed in the 94 simulations. Also, the most frequent competencies and skills developed are not aligned with the most valued, according to construction professionals. Furthermore, most simulations currently implemented focus on development, often limited to technical aspects. In addition, this study shows that simulation evaluation should be generally improved. Practical implications – The findings from this review would help researchers, simulation developers and construction management developers identify the current situation of simulations in terms of their composition, validation and competencies linked to digitalization, sustainability and human-centered skills, particularly relevant in the emerging paradigms of Construction 4.0 and 5.0. This review also suggests that to improve simulation designs, future studies should apply more rigorous experimental designs, integrate real-time feedback mechanisms and validate simulation outcomes across different institutional and cultural contexts. Originality/value – This study undertakes a comprehensive SLR of studies about teaching construction management to undergraduate students published in the past 30 years, which indicate the latest trends. It is the first attempt internationally to provide a description of the current situation of simulations in terms of their composition, validation and competencies linked to the current construction industry demands. © 2025 Emerald Publishing Limited

This article stems from a study that aimed to identify if gender influences participation in Erasmus+ International Mobility in Vocational Education and Training (VET) in Portugal. Methodologically, quantitative data on VET attendance and Erasmus+ mobility participation for 2014-2020 were analysed, corresponding to the first period of the Erasmus+ Programme covering VET. Additionally, two directors, two mobility managers, and four teachers from two vocational schools were interviewed. Findings reveal an underrepresentation of women in VET and participation in mobility that stems from the ‘genderisation’ patterns of VET’s subject areas. However, in contrast to the choice of a VET course, Erasmus+ mobility in VET seems to attract women more than men, as in this case, the figures of female participation are higher. In conclusion, although gender does not seem to determine participation in mobility, it emerges as an influencing factor, shaping it through previous processes, namely choosing VET and the course options. © 2025 Instituto de Estudos Sociais e Politicos (IESP), UERJ. All rights reserved.

The Pythagorean theorem and the ability to abstract are two important elements in mathematics, but they actually become problems. Therefore, this study aims to determine the impact of digital learning materials based on deep learning integrated with Batak culture on students’ abstraction abilities in Pythagorean theorem learning. This study used the ADDIE model development design. The participants in the study were 32 students (16 boys and 16 girls, aged 13-14 years) from one of the junior high schools in Medan, Indonesia. The instruments in the study were digital teaching materials and student abstraction ability tests. Data were analyzed using qualitative data analysis and nonparametric statistics. The research results revealed that the integration of culture within the framework of deep learning proved essential in digital teaching materials. The implementation ran smoothly because the materials were developed based on the needs of the students and incorporated cultural elements, making them familiar to the students. The research findings also revealed that the digital teaching materials were able to optimize students’ abstraction abilities, with male students showing better abstraction skills than female students. The study recommended that future researchers examine the factors that caused male students to be more dominant in abstraction. © 2025 by Author/s and Licensed by Lectito Publications, Netherlands. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Purpose – This research aims to establish a Construction 4.0 innovation ecosystem framework by identifying its key perspectives and their components to facilitate effective collaboration among various stakeholders. The study also emphasizes the educational and developmental implications of Construction 4.0 adoption, highlighting the role of academia in fostering digital skills, knowledge creation and policy learning for sustainable development. Design/methodology/approach – This research identifies key perspectives and their components within the Construction 4.0 innovation ecosystem framework through a systematic review of peer-reviewed journal articles. Subsequently, the significance of these perspectives and components and their causal relationships is examined using the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method. Findings – From the literature survey, four perspectives and their 18 components are identified for the Construction 4.0 innovation ecosystem framework. The outcomes show that the industry (P2) is the most critical factor on others and academia (P1) and industry (P2) both had mutual interactions. Government (P3) is influenced by academia (P1) and industry (P2). Whereas civil society (P4) is influenced by academia (P1), industry (P2) and government (P3). Research limitations/implications – This study uses a questionnaire-based approach, possibly introducing sample limitations. Other innovation ecosystem framework development methods exist but are beyond its scope. Practical implications – This research aids policymakers in formulating strategies for fostering Construction 4.0 adoption. It also provides industry leaders and academic institutions with insights to enhance collaboration, curriculum modernization and capacity building in emerging digital competencies. The framework thereby links technological innovation with educational transformation and national development objectives. Originality/value – This study presents a novel Construction 4.0 innovation ecosystem framework, offering a structured approach to integrating key stakeholders for successful digital transformation in the construction industry. © 2025 Emerald Publishing Limited