Search Results for
"Article"

Entrepreneurship has significantly evolved over the years, becoming an interdisciplinary field encompassing various perspectives. The “Entrepreneurial Mindset” (EM) has emerged as a key concept to understand how education can drive entrepreneurial intention and facilitate more innovative societies. Despite the recognition of the importance of EM, the connection between different levels and contexts of entrepreneurial education and its direct impact on forming this mindset is still underexplored, especially in emerging markets and insular contexts. This study aims to explore the impact of entrepreneurship education on the development of an entrepreneurial mindset, considering different levels of education and varied geographical contexts. A systematic literature review was conducted using the Web of Science platform, where relevant articles published in the last five years were selected. Co-occurrence analysis of keywords was employed to identify the main themes addressed. The research revealed that entrepreneurship education has a substantial impact on EM, highlighting the importance of adapting curricula that emphasize the practical and theoretical skills necessary for innovation and risk management. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

In an effort to boost engagement while also nurturing 21st century skills such as collaboration and critical thinking, a growing number of U.S. public schools have expanded opportunities for students to engage in applied learning experiences via projects. This conceptual article explores the under-examined relationship between such experiences and the logic of neoliberal capitalism. The author explores how project-based learning, despite its potential as a lever for equity, sometimes takes up neoliberal capitalist tropes such as individualism, competition, profit maximization, the commodification of learner-made artifacts, and market-based solutions to social problems. The article suggests that until the field embraces approaches to project-based learning which include a Freirian emphasis on criticality and praxis, capitalist logic will persist as a mechanism by which “real world” learning can perpetuate all-too-real systems of oppression. © The Author(s) 2025.

This article explores a small number of African international students’ narratives on their identity work through work-integrated learning (WIL) in Chinese higher education. Applying a sociological use of the ‘possible selves’ concept to interview data, the findings show that individual participants accumulate a pool of like-to-be, aspire-to-be and like-to-avoid selves through navigating their WIL programs, which are reflective of the sociocultural, where the physical spaces young people inhabit (e.g. nation-states, family, schooling and employment) contribute to what selves are (im)possible for them, which are probable, which are ideal and which are feared. This study moves beyond the overwhelming dominance of the pragmatic and utilitarian aspects of WIL as merely enhancing student employability and competitiveness in current research, as I articulate the value of WIL in critical awareness raising and sense of (professional) self-making, which is an important, yet often hidden, outcome of WIL. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

This article presents a pragmatic study that explored academics’ experiences of using digital learning environments to teach agricultural sciences at a South African historically disadvantaged university. The study aimed to investigate challenges faced in integrating technology and proposes a contextually responsive approach to digital platform adoption in rural university settings. A mixed methods approach was adopted, involving reflective activities, one-on-one semi-structured interviews, focus-group discussion, and document analysis. Triangulation enhanced credibility through classroom observations and quantitative data collection. Two main themes emerged: pedagogical effectiveness, highlighting efforts to align digital tools with academic standards, and institutional culture, highlighting cultural norms, social relationships, and contextual realities on academics’ experiences. Using UTAUT2 model, findings revealed that while academics recognised the potential benefits of using prescribed digital platforms, they often customise their teaching with casual/informal platforms to reflect their personal identities and meet the needs of agricultural science modules. The study introduces a Contextually Adaptive Tech-Enhanced Pedagogy model, designed to improve the personalisation and quality within digital learning environments at historically disadvantaged higher education institutions. This study contributes to the growing discussion on contextually adaptive digital teaching practices, offering insights for inclusive and transformative teaching experiences in agricultural sciences. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Studies on the education-work transition have traditionally focused on the ways in which young people mobilize their capital and adapt to the conditions offered by distinct workplaces. However, it is also important to consider the impact of work and working life on the transformation of the subjectivities and social relations of new generations in the places where they begin their professional experience. This article analyzes this issue based on professional internships in secondary technical education in Chile. Institutional intermediation mechanisms and the agents that participate in their implementation play a significant role in the education-work transition, but, paradoxically, there is little research on these actors, on the processes and on almost everything related to their achievements and weaknesses. This topic is explored through a qualitative approach in a sample of technical-professional educational establishments in Santiago, Chile. Based on semi-structured interviews with teachers and graduates, the main mechanisms of management of the professional internships are described. It is concluded that, although the conditions of implementation are open to criticism, there is a high valuation of these internships as an induction into the world of work, especially because of the social learning that such experiences entail. © 2025 FLACSO Ecuador. All rights reserved.

The increased adoption of three-dimensional (3D) digital prototyping software programs makes it necessary to train novice designers to use these programs efficiently. However, existing studies spanning from engineering to design education indicate that students feel incompetent in understanding 3D digital prototypes and navigating the software, so there is a need to find effective training methods. In the current study, training modules were developed to teach participants fit correction skills through an iterative problem-based learning (PBL) approach. A review of the literature was performed to develop the fit correction tasks and guide the module development process. Expert feedback was used to fine-tune the tasks and module interface. The current study explored the effects of PBL-based virtual reality (VR) training on learning how to correct two-dimensional (2D) apparel patterns to improve consequent 3D garment fit. Results indicated that the training module significantly improved spatial visualization and fit correction skills. Participants with higher apparel spatial visualization skills saw a higher improvement in fit correction skills because of the training. At lower spatial visualization skill levels, women saw a higher increase in apparel spatial visualization skills after the training than men but the difference between the learning outcomes across genders reduced when participants had higher spatial skills before training. These findings were supported by the results of qualitative data obtained through interviews. The participants found the PBL approach, immediate feedback, and aid in visualization through garment simulations beneficial for understanding the concepts. At the same time, they indicated that the training module could be used as a supplement to the traditional classroom but cannot replace the physical garment fitting practice. The findings of the study verified that PBL using virtual garment simulations can have a positive impact on learning outcomes and help identify the stage of education at which learners can be exposed to PBL. © 2025 Galada, Baytar. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/ Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued “warm” social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students. © 2025 Coté et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions. The novel blended learning program was integrated into a clerkship internal medicine, aiming to optimize clerks’ clinical workplace learning. Therefore, a traditional inpatient ward was transformed into a CTU, featuring the introduction of learning activities that promoted multidisciplinary and interprofessional learning. It included an integrated SPOC, aiming to improve clinical reasoning skills, feedback and collaboration of the clerks. The authors analyzed the clerkships’ content and design, by categorizing the social-epistemological dimensions of the teaching modes offered before (traditional clerkship) and after (including CTU and SPOC) the intervention. These dimensions consisted of individual versus group (collaborative), and objectivist versus constructive learning categories. The CTU model added eleven group activities to the clinical workplace, of which nine were characterized as constructivist-group activities. It also led to more active learning of the clerks, compared to the traditional clerkship. Analysis of the SPOC revealed 344 teaching modes in total, which included 113 objectivist–individual, 205 constructive–individual and 23 constructive–group activities. Compared to a traditional clerkship, the CTU with SPOC led to more constructivist and collaborative learning and a more diverse educational program. This study illustrates a methodology to address active and collaborative learning activities in an educational program, and offers tools to evaluate and redesign one’s teaching program. The methods and models described can be applied to clinical environments in other areas of medicine. © 2025 Hamoen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

This article proposes the use of specialized computer models of measuring instruments using the example of using a measuring computer simulator in the study of the field of “Metrology, standardization and certification”. The purpose of this article is to improve the educational process when studying the basics of measurement in electronic devices by students of educational institutions of higher education. The purpose of the article is to describe the features of the creation and application of specialized computer models of measuring instruments in the form of a measuring computer simulator, which is developed and used in the educational process of the North Caucasus Federal University. The article develops a creative method of vocational training based on increasing the degree of student participation in the educational process. This makes it possible to increase the efficiency of the educational process and the value of innovative educational programs. Since the measuring computer simulator is based on the visualization of measuring instruments and their controls like the original measuring instruments, it has a novelty. The evaluation of the effectiveness of the developed computer-based learning tool in the educational process indicates that with its help it is possible to improve the educational process in relation to the development of students’ competencies in the practical application of measuring instruments and evaluation of measurement results. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.