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Background: Workplace learning in hospitals is a cornerstone of postgraduate medical education, enabling junior doctors to develop specialist expertise and generalist skills. General Practice (GP) trainees often spend significant time in hospital-based rotations to acquire broad clinical experience. However, the hospital environment poses challenges for GP trainees, who may find it disconnected from their primary care focus. The aim of this scoping review is to map out existing literature regarding strengths, issues and concerns associated with hospital rotations in GP training. Methods: This scoping review adhered to the PRISMA-ScR guidelines. A systematic search across MEDLINE, Embase, Scopus, and APA PsycInfo identified relevant literature. Eligible studies included those addressing strengths, issues, and concerns of hospital rotations for GP trainees published since 2000 in English or Scandinavian languages. Results and Discussion: A total of 31 studies met the inclusion criteria. Most studies employed mixed-methods approaches, reflecting a focus on nuanced trainee and trainer experiences. Key findings highlighted mismatches between hospital rotation objectives and trainees’ future roles, insufficient supervision, and limited integration with primary care. Structured connections between hospital and GP training environments were identified as potential strategies to enhance learning transfer and relevance. Variability in training organisation across settings underscored the need for tailored approaches aligned with healthcare system constraints. Conclusion: This review emphasises the importance of strategic planning in hospital rotations for GP trainees to address identified challenges. By fostering supervision, collaboration, and primary care integration, hospital training can better support GP trainees’ professional development and preparation for practice. © 2026 Informa UK Limited, trading as Taylor & Francis Group.

This article explores the role of child and youth labour within the converso community of Valencia in the first half of the fifteenth century, a period marked by economic necessity and legal frameworks that shaped social mobility. Through an analysis of 267 contractes d’afermament—formal agreements that governed apprenticeships and domestic service—it examines the ways in which these two activities structured the labour market for young individuals. Male youths typically entered artisanal trades, while female adolescents were predominantly placed in domestic service, often in pursuit of dowries for marriage, but sometimes also of vocational training. The study highlights the risks faced by young female servants, including exploitation and loss of honour, and underscores the forms of economic participation available to them. Religious identity played a key role in shaping labour markets, with conversos often employing both fellow conversos and Old Christians, creating a complex web of cross-confessional interactions. The article also examines how community solidarity and kinship networks helped integrate orphans and economically vulnerable children into these labour systems. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This article examines how Technical and Vocational Education and Training (TVET) lecturers in a South African college conceptualise a humanising pedagogy within Work Integrated Learning (WIL) practices. Against a backdrop of high youth unemployment and persistent skills mismatches, the study considers how WIL might be reframed to support employability while fostering learner agency. Using a qualitative, critical design, five purposively selected lecturers drawn from the college’s five campuses participated in the study. Data were generated through participatory visual methods (collage-making and a modified Mmogo-method®) combined with semi-structured group discussions. Findings reveal that although lecturers seldom used the term ‘humanising pedagogy’, their practices often reflected its principles: learner-centredness, dignity, and responsiveness to students’ lived realities. The visual artefacts and narratives highlighted tacit and affective dimensions of pedagogy that interviews alone might miss. However, humanising practices were constrained by compliance-driven frameworks that emphasised logbooks, placements, and bureaucratic requirements. The study acknowledges that students’ perspectives were mediated through lecturer accounts, suggesting future research should include learner voices and direct observations. Overall, the paper argues that humanising WIL holds transformative potential by nurturing purpose, workplace readiness, and entrepreneurial imagination. It contributes to debates on vocational reform by offering context-responsive guidelines for socially inclusive WIL. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article investigates the impact of authentic learning on student employability within postgraduate Human Resource Management (HRM) programme in New Zealand. Focusing on a consultancy project course at a large New Zealand university, the study examines how work-integrated learning, as a form of authentic learning, enhances employability through the lens of job crafting theory. Twelve former students participated in the study through interviews. Analysis of interviews and secondary data highlights the role of authentic learning in developing employability skills such as problem-solving, critical thinking and professional communication. The study underscores the importance of carefully designed authentic learning experiences in bridging the gap between academic knowledge and practical application, ultimately contributing to enhanced employability outcomes for graduates. Additionally, our research suggests that job crafting can be a valuable strategy for higher education institutions to enhance authentic learning experiences for HR students, thereby creating a more adaptable and future-ready workforce. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The article presents an analysis of the mechanisms used by a vocational high school in Bulgaria to develop dual training and implement it sustainably. It focuses on the school management’s leadership role in the network of different stakeholders, demonstrating the importance of this aspect in the entire process of developing dual education. Apart from the case analysis of the Bulgarian vocational high school’s successful implementation of dual learning, the research strategy includes examining regulatory documents, evaluation reports and publications in media and by companies, as well as analyzing the attitudes among key stakeholders. An overview of the challenges facing dual education in Bulgaria is also provided. Based on the case study findings, the factors supporting the implementation and sustainability of the dual system have been identified. We conclude that the long-term development of the dual education model depends on the understanding that the formation of professional skills is a dynamic process, requiring attention to the needs of the local environment, adaptability to current changes and active participation by all stakeholders. The role of school leadership—with regard to both its motivation and activity—has proven to be essential, and therefore it should not be overlooked when creating state incentives to support dual training. © 2026 by the authors.

Purpose – This study examines how digital pedagogy integration and recognition of prior learning (RPL) frameworks influence educators' ability to deliver innovative curricula in Bangladeshi TVET institutions. It further investigates the mediating role of educator instructional self-efficacy and the moderating effect of institutional resource capacity. Design/methodology/approach – A mixed-method qualitative approach was employed, combining a systematic literature review of 20 peer-reviewed TVET articles with semi-structured interviews conducted with twelve institutional stakeholders (Director of TVET Institute, Head of Curriculum Development, Industry Liaison Manager, Senior TVET Instructor, Prior Learning Recognition Coordinator and ICT Training Manager). Thematic analysis and NVivo-assisted coding were used to identify core themes, while Python-based topic modelling and co-occurrence heatmap visualisation were applied to the SLR dataset to map emerging research agendas. Findings – The results show that digital pedagogy integration (virtual labs, blended-learning readiness and multimedia utilisation) and RPL frameworks competency mapping and e-portfolio assessment strongly support improvements in perceived curriculum innovativeness. These relationships are mediated by educator instructional self-efficacy, which is strengthened through professional development, peer mentoring and reflective practice. Institutional resource capacity positively moderates these links by providing technical infrastructure, professional support and industry collaboration. Originality/value – This research extends technology acceptance model (TAM) and social cognitive theory by demonstrating that perceived curriculum innovativeness results from the alignment of institutional innovation frameworks, educator agency and organisational support. The use of Python-based text mining together with qualitative analysis offers a novel moderated-mediation model that supports both theoretical refinement and practical guidance for enhancing curriculum innovation in resource-constrained TVET settings. © 2025 Emerald Publishing Limited

Research laboratories in universities face a complex challenge: they must manage multiple projects, diverse teams, and tight deadlines, often with limited resources. While the business world has long used agile and quality management tools to navigate such complexity, these methods are surprisingly rare in academic research. In this study, we set out to bridge this gap. We implemented a combined management model, blending agile Scrum practices with proven quality tools like the Ishikawa diagram and PDCA cycle, within a pharmaceutical sciences research lab. Over a six-month period, we diagnosed key issues, created a structured action plan, and introduced an online platform to monitor progress continuously. Our approach led to a significant increase in productivity, with 65% of targeted articles being published or submitted and 75% of general lab activities completed. Perhaps just as importantly, communication improved dramatically, and the lab successfully met all its institutional deadlines. We conclude that this hybrid framework is not just a theoretical idea but a practical and powerful innovation. It provides a tangible blueprint for other research groups looking to enhance their productivity, streamline communication, and build a more adaptive and effective research culture in the face of academic complexity. © 2026 by the authors.

In this epoch of the Fourth Industrial Revolution (4IR), digital advancement, technological initiatives, and advancements, as well as their imperative role, have improved universities’ performance and transformed business models, practices, and processes. This study aimed to systematically review the existing digital transformation discourses as the main axis for the higher education (HE) sector. It elucidates the required skill sets, benefits, barriers, and challenges brought about by digital transformation. The article commences by identifying the relevant literature on digital transformation in general, which is not confined to one methodology. It also includes the case studies that were conducted across the globe, the skills needed to drive the transformation agenda, the benefits, the barriers, and the challenges that impede digital transformation in the HE sector. This article found that the sector has been exploiting digital tools to improve performance, business processes, restructuring systems, structures, and practices. The myriad of digital transformation impacts, benefits, and skills to drive the digital transformation have been overshadowed by diverse barriers and challenges in the HE sector. Constraints such as inadequate funding, employee resistance, limited digital literacy, and insufficient infrastructure stand in opposition to the principles of the connectivity theory, which emphasises access, interaction, and the knowledge flow as prerequisites for effective digital integration. © 2025 by the authors.

Quality Teaching is essential for preparing learners for the 21st century. This study proposes a conceptual framework for Quality Teaching embedded in three domains, identifying its focuses and characteristics. We address two questions: What are the focuses of the literature describing Quality Teaching? What are the main characteristics of Quality Teaching in the three domains? A systematic literature review involving 152 articles published between 2000 and 2025, based on the PRISMA guidelines, was conducted to identify key characteristics and theoretical constructs regarding three focuses: teachers, learners, and the education system. The thematic analysis yielded 740 themes related to Quality Teaching. Over half of the themes were related to pedagogy, approximately a quarter to technology, and less than a fifth to social–emotional learning/teaching (SEL/SET). The results suggest that Quality Teaching involves quality pedagogy and high-level socio-emotional proficiency. Professionalization in digital learning technologies also contributes positively to advancing Quality Teaching. Therefore, Quality Teaching requires ongoing training leading to high proficiency in skills, methods, and practices. This study outlines essential components for teacher education and professional development programs. Its novelty lies in systematically highlighting both the distinctive and integrative combined contributions of three professional domains—pedagogy, SEL/SET, and technology—to the enhancement of Quality Teaching in educational systems (focuses), narrowing the gap between theory and practice. © 2025 by the author.

Set in the vocational education and training sector in England, this article draws attention to how top-down, centre–periphery approaches to curriculum design and development in vocational education fail for at least three reasons. First, they misconstrue the nature of knowledge. Second, they lead to perfunctory and fragmented approaches to curriculum design, coupled with mechanistic measures of quality and achievement, which often require little more than “one-off” and superficially assessed demonstrations of performance. Finally, they underplay the role and importance of the teacher as researcher and artist in putting the cultural resources of society to work in creative curriculum design and pedagogy. Teacher artistry is pivotal in animating and heightening the vitality of vocational curricula. It is through this artistry that teachers make theories, ideas and concepts in vocational subjects and disciplines accessible and meaningful to all learners in coherent ways in the contexts of their learning and their lives. The consequences of the epistemic faux pas underpinning centre-to-periphery models of curriculum design and development are highlighted in this article in vocational tutors’ accounts of experiences of problems and issues in curriculum design, development and assessment encountered in their practice. Participants in the research teach in a variety of vocational education settings, including Apprenticeships and Higher-Level Technical Education; English Language at General Certificate of Secondary Education (GCSE) level; Health and Social Care; Information and Communications Technology; Construction (Plumbing); Digital Production, Design and Development and High-Tech Precision Engineering. Data are analysed and reported through systematic, thematic analysis This article draws upon qualitative data derived from a study funded by the Education and Training Foundation (ETF) in England over a two-year period from 2021 to 2023. The research population consists of a group of eight practitioner–researchers working in three colleges of Further Education (FE) and one Industry Training Centre (ITC) in England. All of the teachers of vocational education reported here volunteered to participate in the study. Research methods include semi-structured interviews, analysis of critical incidents and case studies produced by practitioner–researchers from across the FE and Skills sector in England. © 2025 by the author.