Search Results for
"Vocational education"

This study investigates the enhancement of spoken English proficiency among students at Taiwan’s technological and vocational education (TVE) universities. The focus is on the significant impact of positive learning attitudes and effective methodologies, using questionnaires and in-depth interviews to assess students’ confidence and perceptions of spoken English. The research employs the spoken English confidence scale, covering five dimensions: 1) attitude and aptitude for English learning; 2) confidence in English usage within classroom settings; 3) personality in the context of the native language; 4) belief in potential English capabilities; 5) faith in current English proficiency. Key findings reveal gaps in confidence and English-speaking skills, suggesting the need for immersive English-speaking environments, confidence-boosting classroom activities, and personalised feedback. Therefore, the results of this study suggest interventions aim to cultivate a student-centred approach, addressing proficiency gaps and enhancing confidence in English communication. © © 2025 Inderscience Enterprises Ltd.

This chapter presents findings from a study exploring the use of Design-Based Research (DBR) in developing a pedagogical intervention using podcasts as an assessment tool to enhance student engagement levels. The research demonstrates the effectiveness of DBR planning in constructing the intervention in professional educational institutions. Through the investigation, the research objectives were addressed, emphasizing collaborative work, direct student interaction, and the application of diverse methods such as focus groups, interviews, questionnaires, document analysis, testing, and logbooks. The study contributes to expanding understanding of DBR and underscores the relevance of professional education, an area often overlooked in academic research. Practical implications suggest that other researchers can replicate the experience and explore new media in pedagogical interventions. However, study limitations, including time constraints and a primary focus on podcasts, may have constrained the potential for innovative findings. Future research is recommended to deepen DBR application in diverse educational contexts and focus on professional education to reduce dropout rates and increase student engagement, ultimately contributing to more effective and inclusive educational practices. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

A study of electric vehicle (EV) education is essential for its implementation in a country. The researchers analyzed databases on EV education studies accredited by mandatory journal platform from 2004 to 2024. Based on the findings, up to 42 prior studies may be linked to EV teaching strategies. The purpose of the study is to determine how to create an EV education-based curriculum that centers on four research concerns. According to the data analysis results, Research Cluster 2 (RC2), Research and Development (R&D), and Project-Based Learning (PBL) are the most commonly used research methodologies in the past (RQ1); there are differences between ‘developed’ and ‘developing’ countries concerning the policy, finance, teachers, knowledge, facilities, and students’ preparedness for multidisciplinary studies (RQ2); graduate degrees in electrical, mechanical, and mechatronic engineering are a suitable educational level to be integrated with EV education (RQ3). The researchers will analyze the findings of this study to determine the most effective strategy for EV education in developing country (RQ4). Lastly, the researchers discuss various constraints and potential directions to advance suitable EV education in ‘developing countries’ like Malaysia. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This quantitative study explores the relationship between innovation, entrepreneurial education, and entrepreneurial mindset among Technical and vocational education and Training (TVET) students, providing insights for educators and policymakers. Design/Methodology/Approach: Over four months, data were collected from 800 TVET students from ten technical universities in Ghana using a stratified random sampling technique. The analysis was conducted using Partial Least Square-Structural Equation Modeling (PLS-SEM). Findings: The findings indicate a significant relationship between innovation and entrepreneurial education, which positively influences the entrepreneurial mindset of TVET students. Research Limitation: The study is limited by its focus on TVET students in specific technical universities, which may affect the generalizability of the findings to other educational contexts or regions. Future research could expand to include diverse educational settings. Practical Implication: The results provide evidence-based strategies for curriculum development aimed at fostering innovation and cultivating entrepreneurial mindsets, which educators and policymakers can utilise to enhance TVET programmes. Social Implication: By promoting an entrepreneurial mindset among TVET students, this study supports broader economic development initiatives, potentially leading to increased job creation and economic growth within communities. Originality/Value: This research contributes to the existing literature on entrepreneurship education by highlighting the critical role of innovation in shaping the entrepreneurial mindset of TVET students. It fills a gap in understanding how TVET can be optimised for future skills and hands-on training. © African Journal of Applied Research.

Background: Stigma can not only threaten the self-identity of secondary vocational students, but also have negative effects on their mental health and behavior. Objective: This study aimed to develop the Self-Stigma Scale for Secondary vocational Students (SSS-SVS) and test its reliability and validity. Patients and Methods: This study formed a scale based on the stigma conceptualization model and open questionnaire. The formal survey was divided into two stages. In the first stage, a preliminary questionnaire was administered to 328 secondary vocational students to develop a formal SSS-SVS according to the results of the data check. In the second stage, the SSS-SVS, Social Recognition of Secondary vocational Students (SR-SVS), Intensity of Willingness to Become a Secondary vocational Student (IWB-SVS), Stigma-Consciousness Scale (SCS), Learning Adjustment Scale (LAS), Professional Identity Scale for Secondary vocational Students (PIS-SVS), and the Self-Compassion Scale (SCoS) were administered to 1079 vocational secondary school students. Results: The SSS-SVS consisted of 21 items which were divided into three dimensions of negative characteristics, self-deprecation, and opportunity loss, reflecting secondary vocational students’ perception of negative public evaluation, self-feeling under the influence of stigma, and cognition of negative impact on their identity. The confirmatory factor analysis (CFA) shows that the three-factor model has good fit indices. The total score and the scores of each dimension of the SSS-SVS were significantly and positively correlated with Stigma Consciousness; they were significantly and negatively correlated with SA-SVS, IDB-SVS, SVS-PIS, Learning Adjustment, and Self-Compassion. Both the Cronbach’s α coefficients of the total scale and each dimension and the McDonald’s ω coefficients were satisfactory. Additionally, the scale had measurement equivalence across gender and grade levels. The SSS-SVS has limitations and may be affected by cultural background. Future studies should expand the sample and conduct cross-cultural verification. Conclusion: The SSS-SVS is a reliable and valid instrument for assessing secondary vocational students’ self-stigma, providing support for developing relevant programs and policies. It also advances secondary vocational education and enhances students’ mental health. © 2025 Leng et al.

Augmented Reality (AR) is one of the innovative technologies in supporting the visual presentation of materials that are close to their original form. Realistic simulation in Continental Food Course learning is one of the urgency in supporting students’ understanding of concepts. This research aims to design AR products that are practical and effective in improving student’s understanding of concepts in learning the Continental Food Course. This research uses the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The instruments in this study consist of validity, practicality, and questions. Participation in this study consisted of 5 experts who played a role in validating the product and 17 students who were involved in practicality tests and effectiveness tests on learning. At the analysis stage, problems were obtained in the form of the unavailability of interactive learning media. At the design stage, a storyboard design of the AR product has been obtained. At the development stage, AR products were produced for the Continental Food Course material. At the implementation stage, it was informed that the results of the validity test of the product were 0.93 in the valid category, and the results of the practicality test were 80.53 in the practical category. At the implementation stage, information was obtained that AR products were able to effectively improve student learning outcomes at the Continental Food Course. Overall, the products developed have been valid, practical, and effective in supporting students’ understanding of the Continental Food Course material. AR contributes to the learning of the Continental Food Course. Other researchers can investigate the effects of AR on the influence of 21st-century skills and students’ interest in learning. © 2025 by the authors.

Objective. The objective was to establish consensus-based competencies for oncology within physical therapist professional education programs in the United States. Methods. A mixed-methods approach implementing a sequential exploratory design that included 3 phases was used to establish oncology competencies for physical therapist professional education programs. Participants in each phase were physical therapists representing diverse practice settings, experience levels, and geographical regions. Student physical therapists were included in phases 2 and 3. Three online focus groups were followed by an in-person group discussion to establish cancer-related themes, domains of practice, and competencies. Participants evaluated the competencies in a 3-round modified Delphi study for relevance and clarity. Each competency required 80% consensus using a Likert scale (1 = not at all relevant/clear, 5 = extremely relevant/clear). It was not accepted if a competency did not meet the 80% threshold by the end of round 3. Results. Six domains of practice and 28 competencies were developed and evaluated. Within the 6 domains, 21 competencies were accepted: general cancer concepts (n = 4), musculoskeletal system (n = 3), neurologic system (n = 5), integumentary system (n = 2), cardiovascular and pulmonary system (n = 5), and involvement of multiple systems across the lifespan (n = 2). Along with the 21 competencies, participants also recommended 11 overarching oncology themes to incorporate into physical therapist professional education programs. Delivering cancer content using a body systems approach was recommended. Conclusion. As the number of survivors of cancer continues to grow, integration of these essential competencies within physical therapist professional education programs will improve the profession’s capacity to provide quality care to meet the societal need of persons living with and beyond cancer. Impact. Academic and clinical educators should integrate these competencies to ensure that physical therapist professional education programs appropriately prepare physical therapists for providing care for persons living with and beyond cancer across the lifespan. © The Author(s) 2024. Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved.

An innovative workforce is a key driver of sustained economic growth in any country. Recent press regarding the spiralling costs of higher education, coupled with increased levels of student debt, has both called into question the viability of such traditional paths and created an imperative for alternative workforce tracks, especially for minorities. This study uses comparative government statistics along with an investigation into relative legal and institutional frameworks to investigate successful traits of Canadian apprenticeship programs. This was done with an eye to developing a practical and equitable framework to inform US governmental policy and funding initiatives relating to accessibility, visibility, promotion, and equity for US apprenticeships. Contrary to our initial hypothesis and prevailing academic literature, we find little evidence that Canada does a better job in addressing equity concerns and, in fact, the case may be the opposite. Confirming our initial hypothesis, though, we find that Canada has specific programs that can address the attractiveness of apprenticeship, improving labour mobility, and providing income replacement that the US may wish to consider. This study is both timely and warranted as society seeks sustainable conduits and mechanisms by which to address labour market shortages, notably in the trades. © 2025 The vocational Aspect of education Ltd.

Introduction: Supervising in the workplace plays a key role in increasing the skills of the trainee. The shift to competence-based medical education requires both clinical expertise and pedagogical skills from the supervisor. These are distinct types of expertise. We know only a little of how competencies of supervising develop in medical education. The aim of our study is to find out what kind of professional agency in supervision general practitioners describes before their supervisor training. Professional agency refers to the individual’s skills, willingness, ability, and responsibility to act with others in the professional context. Methods: Our participants wrote a presentation of themselves before starting a supervisor training module. We studied these texts with narrative positioning analysis to examine who they are as supervisors, that is, the kind of professional agency they describe. Results: We found three types of descriptions of professional agency: traditional master-apprenticeship supervision, clinical skills supervising with a collegial relationship, and process-oriented dialogical supervision. Supervising is mostly described as supervising the trainee on clinical skills and participants have a will to be a good supervisor, but they also express uncertainty of achieving this goal. Conclusion: The variation in general practice supervisors’ agency and pedagogical skills poses challenges for training providers in how to tailor the training to suit the best to participants with different skills. However, it gives an excellent opportunity for fruitful peer-to-peer learning. With our findings, it is possible to further develop supervisor training. © 2025 The Author(s).

Purpose: The present study aimed to integrate artificial intelligence technology (ChatGPT) with an in-depth literature review to explore knowledge dimensions of professional teaching and information and communication technology (ICT) integration models in TVET, and utilize the Delphi technique and ChatGPT to examine, enhance, and validate a newly proposed model for professional teaching and ICT integration in TVET.Methods: Three rounds of the Delphi technique were applied to develop and validate this new model. Artificial intelligence tool (ChatGPT) with an in-depth literature review were used to explore knowledge dimensions for TVET education. In Round 1, ChatGPT was used to transform the technological pedagogical content knowledge (CK) model for TVET instruction. A new suggested model was developed called the contextual technology andrology/pedagogy entrepreneurship work CK (CTA/PEWCK) model. Ten experts from the TVET sector participated in Round 2, and 39 participated in Round 3 to validate the new suggested model.Findings: The findings revealed that the fifteen knowledge dimensions extracted from this new suggested model presented essential knowledge for TVET education.Conclusion: Applying the CTA/PEWCK model offers professional development opportunities for TVET teachers that focus on hands-on experiences to develop competencies for sustainable development (ESD), enabling an integrated approach to knowledge dimensions, procedures, and attitude. © 1963-2012 IEEE.