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This article examines the teaching and learning practices of the Scrum framework among third-year students pursuing an applied bachelor's degree in Computer Technologies, specializing in Information Systems Development. With a didactic focus, our study explores the challenges encountered in constructing disciplinary knowledge related to Scrum, particularly in the context of real software project development. We find that activity theory is well-suited for this study, as it can enhance collaboration in software development environments and provide tools for an effective cognitive development process. This theory is correlated with a project-based pedagogical approach to identify discrepancies between prescribed activities and those actually undertaken in these projects. These discrepancies highlight the difficulties faced by our target audience and suggest avenues for further research. © 2025 The Authors

This article discusses the recent adoption of a large-scale youth programme in Mexico. Political economy approaches offer a critical account of the institutional arrangements that have resulted in the emergence of specific educational, labour and, more recently, youth policies in the Latin American region. Studies of youth policies are still developing and are a multidisciplinary field. This article draws on various theoretical traditions from various fields, constituting a novel approach to studying these policies. This article combines empirical evidence drawn from interviews with policy stakeholders with the analysis of key policy documents. It employs a Cultural Political Economy (CPE) approach to explain the Mexican government’s adoption of the youth programme Jóvenes Construyendo el Futuro’ (JCF) in 2018, which provides paid on-the-job training to 2.3 million young people aged 18–29. The JCF’s adoption resulted from the rising to power of a left-wing political coalition presenting an anti-neoliberal alternative based on explicit notions of social justice and inclusion with a national development plan reminiscent of an inward-oriented development paradigm aimed at strengthening the internal market, reminiscent of recent ‘neo-developmentalist’ projects in the region. JCF represents a notorious case study of the political economy of youth policy in Mexico. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction. The active development of creative industries generates a demand for improvements in the education system. Aim. This article aims to provide a comprehensive understanding of creativity, enabling the effective design of the conditions and technologies necessary for its development within the educational process. Methodology and research methods. The theoretical and methodological analysis of the topic presented in the article is grounded in synergetic, activity-based, and value-regulatory methodological approaches. Results. In accordance with the research hypothesis, “myths” or one-dimensional perceptions of creativity were identified as the most common obstacles to the incorporation of practices aimed at fostering creativity in education. The analysis facilitated the development of an integrative model of creativity, characterised as a synthesis of divergent and convergent thinking; spontaneity and manufacturability; as well as defocusing (or wandering creativity) and focusing during the creative search for values, meanings, and priorities. Scientific novelty. The scientific novelty lies in the proposal to consider creativity as a complex, non-linear process that fluctuates between chaos and order, spontaneity and manufacturability, as well as defocusing and value-based target focusing in each specific creative situation, unlike structural-integrative models. The integrative nature of creativity is shaped by the characteristics of complex self-organising systems. Practical significance. The proposed integrative approach enables the establishment of guidelines for enhancing the training of future vocational teachers in the creative industries. This approach not only articulates the factors of creativity but also defines the parameters for designing educational technologies. © 2025 Russian State Vocational Pedagogical University. All rights reserved.

This article explores the influence of institutional landscapes on vocational education and training (VET) organisations, leveraging the insights provided by neo-institutional theory on the relationships between internal and external sources for legitimacy and adaptation. The article explains key theoretical concepts from neo-institutional theory such as institutional myths, isomorphism, decoupling, agency, and the definitions of rational and irrational actors, demonstrating their relevance and applicability in contemporary VET research. The author argues that neo-institutional theory offers a framework to investigate the organisational and institutional dynamics shaping VET and opens for analysis, moving beyond current assumptions of formal structure and rationality. By showcasing diverse studies employing neo-institutional concepts, the article highlights the theory’s utility at the individual, organisational, and policy levels. The discussion underscores the importance of grounding VET research in theoretical exploration rather than normative or prescriptive definitions of an ideal state, encouraging a nuanced understanding of VET organisations’ interactions with their environments. The framework supports researchers in extending their analytical scope beyond immediate institutional contexts. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose: In a time of fake news, misinformation, and disinformation, critical thinking has become the most important skill for discerning false, incomplete, and outdated information and communication online. The study examines the effects of personal (gender, age, ethnicity, religiosity, and Big Five personality traits) and positional inequalities (education, occupational status, language proficiency) on critical thinking digital skills (CTDS) among generations X, Y, and Z. Design/methodology/approach: An online survey was conducted among 1,495 Israeli Jews between the ages of 18 and 57, belonging to the X, Y, and Z generations. Findings: The findings show that CTDS among Gen X were significantly lower, by a large margin, than those of the younger generations, while Gen Z reported the highest level of these skills. Multivariate analysis indicated different effect patterns of personal and positional categorical variables on CTDS. We found that the contribution of personal demographic inequalities (gender, age, ethnicity and religiosity) to the explained variance in CTDS was most pronounced in Gen Y, compared to Gen X and Gen Z. The contribution of Big Five personality traits and positional social inequalities (education, occupational status and language proficiency) to explaining CTDS was similar between Gen X and Gen Y, but much less pronounced among Gen Z. Practical implications: Understanding the intergenerational differences in CTDS is crucial for tailoring educational approaches, promoting inclusivity, and harnessing the diverse strengths of each generation to navigate an ever-evolving digital landscape successfully. Originality/value: First of its kind, this study combines Generational Cohort Theory with Resources and Appropriation Theory to identify which inequalities may hinder the acquisition of one of today’s most vital skills among three generations. © 2024, Emerald Publishing Limited.

Purpose: This article aims to provide the scholars in the XXI century with an innovative perspective, based on agile methodologies, enabling them to adapt the traditional teaching-learning process to present and future needs. The objective is to employ a practical approach to train teachers, so that they can redesign traditional methods into dynamic learning experiences which are adapted to new generations. Methodology: The study integrates Challenge Based Learning (CBL) in Vocational Training with the SCRUM methodology. Going through a series of weekly stages called sprints, each group will be responsible for planning and implementing a set number of tasks focused on achieving high added value. Moreover, using digital technologies enhances efficiency and process visualization. Findings: The new methodology fosters an active learning style, which is oriented to students’ involvement and resulting in the application of lateral thinking techniques in a collaborative work environment. The findings of the investigation show that both students’ motivation and the work environment improved by 8% to 12%. Implications: a highly practical approach to education will not only enhance students’ employability but also increase their motivation and commitment with very positive results in their learning process. Originality: This methodology contributes to the development of key consistent with European Union guidelines and the current legislation in Spain, and provides an innovative environment which is in line with current learning demands. © Universidad de Concepción.

Despite massive open online courses (MOOCs’) widespread acceptance, the substantial dropout rate among learners remains a significant challenge in remote education. Although gamification has been identified as a potential strategy to address this issue, preliminary research on this topic is limited in scope and methodology. Therefore, this study aims to explore the application of gamification in MOOCs and its impact on participant engagement and course completion rates. Twenty-two articles were systematically nominated and reviewed under preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. They were extracted from 225 articles indexed in the Scopus database for various criteria, including peer-reviewed articles published within the last five years to ensure we use articles with the latest technological developments. The analysis emphasizes that despite its limitations, gamification in MOOCs positively influenced learner engagement and completion rates through strategies such as badges, leaderboards, and challenges. The findings of this study offer valuable insights into the potential of gamification to enhance learner engagement and improve course completion rates in MOOCs, contributing to more effective remote education strategies. The study concludes by identifying the need for future research on long-term effects across different types of MOOCs and the sustainability of engagement over time. © 2025 by the authors of this article.

Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work. Design Qualitative, phenomenological study. Setting The current study was conducted at a university hospital in South Korea between November 2022 and October 2023. Participants Five faculty members (two males and three females) from critical care specialties (eg, emergency medicine) with over 15 years of experience, each having served as faculty at a university hospital for more than 5 years. Results Six key themes emerged: cultivating 'doctor-ishness' in the realm of critical care, beacon of inner drive: guiding professional growth, nexus for leveraging expertise and fostering professional growth, the challenging reality of becoming an 'ideal' faculty, the shifting tides of the medical profession's role and weaving workplace learning into a unique rhythm of practice. These themes collectively highlight that faculty members' workplace learning involves a transition from functional professionals to reflective practitioners. Conclusions Workplace learning of faculty members with critical care specialties is understood as an ongoing, context-dependent and individualised process in which emotions play a crucial role in determining the depth and significance of learning and shaping professional identities. This study highlights their capacity for agency and potential, offering a perspective beyond previous research that has primarily focused on their hardships. By shedding light on their workplace learning from an insider's view and underscoring the need to support professional development in these high-stakes fields, our findings suggest theoretical and practical interventions to foster the mutual growth of faculty and hospital organisations. © Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC.

Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances – both good and bad—provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service’s ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants’ self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant’s movements during CPR and a deep learning network that assesses the performance quality. © Crown 2024.

There is a widespread agenda of improving teaching and learning in higher education by engaging students with educational technology. Based on a large-scale literature review, the article presents 61 specific, research-based recommendations for realising the engagement potential of eight types of educational technologies in higher education. These recommendations can be used, for example, by educators to incorporate specific, available educational technologies into their teaching or as an educational development method to enhance particular forms of student engagement. Based on the evidence, the article points out that some educational technologies have a more documented and sometimes also broader potential to engage the students behaviourally, affectively, and/or cognitively than others and that this likely is related to the extent the technology supports structure, active learning, communication, interaction, and activities on the higher levels on the learning taxonomies. © The Author(s) 2024.