Source:
European Journal of Science and Mathematics Education
(2026)
This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research involved 120 students, divided equally into an experimental group (n = 60) and a control group (n = 60). The experimental group received instruction through hands-on demonstrations related to solar, wind, hydropower, biomass, and geothermal energy, while the control group was taught using traditional methods. Employing a mixed-methods design, data were collected through academic tests, attitudinal questionnaires, and semi-structured interviews. The results showed that students in the experimental group achieved significantly higher post-intervention scores (mean [M] = 82.62, standard deviation [SD] = 12.93) compared to the control group (M = 71.28, SD = 15.06), with a statistically significant difference (t [118] = -2.58, p < .01). Additionally, the experimental group demonstrated a significantly greater understanding of alternative energy concepts (M = 3.27, SD = 0.42) than the control group (M = 2.82, SD = 0.53), (t [58] = -3.42, p < .001). Attitudinal measures also favored the experimental group (M = 3.34, SD = 0.44) over the control group (M = 3.09, SD = 0.64), with a significant difference (t [118] = -2.12, p < .05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics. © © 2026 by authors;
This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research invo
…
Keywords:
academic achievement
alternative energy
experimental demonstrations
science education
student attitudes
0 Citations
10.30935/scimath/17869
Source:
Tourism and Hospitality Research
(2026)
The UAE is targeting the tourism sector as part of its drive to diversify away from an overdependence on oil and is seeking to attract more nationals to the tour guide profession. The purpose of this research is to assess what factors influence the likelihood of Emirati tourism students considering this vocation. A model that incorporates Career Decision-Making Profile and Arabian Gulf Social Contract dimensions was developed. Survey results (n = 186) show that the nature of the job is considered attractive and, traits like ‘willingness to compromise’ and ‘independent decision making’, increased the likelihood of choosing the profession. Yet, “classic public sector” job preferences and perceptions on societal sentiment toward the ‘appropriacy’ of nonconventional vocations acted as deterrents. Recommendations are to make higher education internship programs more tailored to the individual student and modify the remit of the tour guide role at government-owned sites and venues. © The Author(s) 2024. 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).
The UAE is targeting the tourism sector as part of its drive to diversify away from an overdependence on oil and is seeking to attract more nationals to the tour guide profession. The purpose of this research is to assess what factors influence the likelihood of Emirati tourism students considering
…
Keywords:
higher education Arabian gulf social contract
career decision-making profile
tour guides
tourism
0 Citations
10.1177/14673584241278451
Source:
Scandinavian Journal of Educational Research
(2026)
higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students’ education -to-work transition. However, the effectiveness and underlying mechanisms of these interventions in supporting students with this transition remains largely unexplained. The present review article analyzed 49 articles bringing together two theoretical frameworks on this transition: connectivity and boundary crossing. Results show that connectivity can be increased by collaborating with the workplace in several ways. However, our results also show that higher education seldom learns from this collaboration, resulting in a lack of effective boundary practices to support students in their education -to-work transition. On top of that, our research demonstrates the importance of assessing the effectiveness of any of these interventions from both a student and a labor economics perspective. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students’ education -to-work transition. However, the effectiveness
…
Keywords:
higher education boundary crossing
connectivity
education -to-workTransition
1 Citations
10.1080/00313831.2025.2459916
Source:
Journal of Teaching and Learning for Graduate Employability
(2026)
higher education institutions (HEIs) in Australia have responded to their environment – driven by government and industry - and cultivated a skills focus when it comes to employability of its graduates. However, this has led to criticisms of a ‘job factory’ with minimal thought given to longer-term lifelong learning orientations and at the core, the students themselves and their values. With a quasi-field experiment design, using both phenomenology and surveys, 15 undergraduate and postgraduate students were exposed to a range of experiences exploring the role of values in career choice and career development. Findings reveal that students appreciate the focus on values as a currency of the employability equation. Five core themes arose out of the research: amplified career awareness; entrepreneurial thinking; anxiety; educational purpose; and understanding personal values. These findings pose questions for HEIs: whether to incorporate a discussion on values as part of employability; how to achieve this in a manner which reaches all students; and when is best to do so. Participants unanimously felt that the penultimate year of study is the ideal time to have a conversation with students not based on skills transferability into the workplace, but values transferability. © (c) 2026 Jeffrey Naqvi. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. https://creativecommons.org/licenses/by-nc/4.0/
higher education institutions (HEIs) in Australia have responded to their environment – driven by government and industry - and cultivated a skills focus when it comes to employability of its graduates. However, this has led
…
Keywords:
employability
career development
higher education institutionspersonal identity
values
0 Citations
10.21153/jtlge2026vol17no1art2200
Conference paper
Open Access
Source:
Proceedings of 2025 International Conference on Computer Technology, Digital Media and Communication, ICCDC 2025
(2026)
Artificial intelligence (AI) has become a transformative force across industries, with education and employment services increasingly adopting intelligent solutions to enhance efficiency and quality. In higher vocational education , the growing need for accurate internship placement and effective employment support underscores the value of integrating AI into institutional practices. Vocational colleges offer a valuable context to examine how data-driven systems can optimize the transition from education to the workplace. This paper investigates the application of AI within the National Smart Platform for Internship and Employment at Shanghai Vocational College of Science and Technology. Methodologically, it employs RealMLP with strong meta-tuned default parameters, a modern machine learning framework tailored for structured tabular data, to analyze survey responses from graduates using the platform. RealMLP balances efficiency and accuracy, while the meta-tuned defaults reduce the need for extensive hyperparameter tuning, making it practical for large-scale educational datasets. Results show that this approach effectively identifies the key factors influencing graduates' satisfaction, employment outcomes, and platform perceptions. More broadly, the analysis highlights which dimensions of the intelligent employment system most significantly affect students' overall experiences. By uncovering these patterns, the study provides evidence-based insights for understanding the impact of AI-driven analytics on vocational college internship and employment services. © 2025 Copyright held by the owner/author(s).
Artificial intelligence (AI) has become a transformative force across industries, with
education and employment services increasingly adopting intelligent solutions to enhance efficiency and quality. In
higher vocational
Keywords:
Employment
Learning systems
Engineering education
Case-studies
Artificial intelligence
Apprentices
Students
Internship and Employment
Machine Learning
RealMLP
Vocational colleges
Intelligent systems
Large datasets
Machine learning
College graduates
Default parameters
Graduate survey
Intelligent solutions
Internship and employment
Machine-learning
RealMLP
Survey data
Vocational colleges
Efficiency
0 Citations
10.1145/3783669.3783743
Source:
Journal of Teaching and Learning
(2026)
The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts. © (2026), (University of Windsor), All Rights Reserved.
The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-orie
…
0 Citations
10.22329/jtl.v20i1.8640
Source:
Journal of Applied Research in Higher Education
(2026)
Purpose – In the ever-changing landscape of education , new policies play a very crucial role in shaping the future trajectory of nations. The National education Policy (NEP) 2020 stands as a testament to the commitment toward redefining the educational paradigm in India. This research aims to identify the critical success factors (CSFs) and present a roadmap to facilitate the implementation of NEP 2020 in higher education Institutions (HEIs). Design/methodology/approach – A dual-research method is used in this study. First, a systematic literature review was performed to identify the CSFs. Furthermore, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) method was implemented to rank CSFs. Findings – The study identifies the CSFs essential for the effective implementation of NEP in Indian HEIs. A comprehensive strategic roadmap, integrating institutional theory, diffusion of innovation, and policy implementation frameworks, is proposed to guide HEIs in aligning with NEP objectives. Additionally, context-specific solutions inspired by global best practices ensure localized and inclusive implementation. The findings highlight NEP 2020s emphasis on multidisciplinary education , digital transformation, equity-driven policies, and institutional restructuring. Practical implications – This study advances multidisciplinary education models, equity-driven policy, and technology-driven reforms. Practical insights include flexible learning pathways, multilingual education , vocational training integration, and quality assurance mechanisms, fostering innovation and global competitiveness in India’s higher education landscape. Originality/value – This groundbreaking research identifies and prioritizes CSFs, also offers a unique strategic roadmap combining institutional and innovation theories for NEP 2020 implementation. It incorporates global best practices and context-specific solutions for transforming India’s higher education ecosystem comprehensively. © 2025 Emerald Publishing Limited
Purpose – In the ever-changing landscape of education , new policies play a very crucial role in shaping the future trajectory of nations. The National education Policy (NEP) 2020 stands as a testament to the commitment towar
…
Keywords:
Critical success factors
NEP 2020
TOPSIS
8 Citations
10.1108/JARHE-09-2024-0454
Source:
Journal of Education and Learning
(2026)
Intercultural competence is recognised as a key element in the modern world, where openness to diversity contributes to effective international communication and deeper understanding, tolerance, and joint development in an intercultural environment. The aim of this study was to determine the impact of internationalisation of the educational process on the development of students’ intercultural competencies. A diagnostic test of relations was used to diagnose the intensity of the ethnic stereotype. The intercultural competence was measured according to the adapted scale of Fantini and Tirmizi and the cultural intelligence scale (CQS). A questionnaire was developed to determine students’ satisfaction with studying under the internationalisation programme. The obtained results (Uemp=113
Intercultural competence is recognised as a key element in the modern world, where openness to diversity contributes to effective international communication and deeper understanding, tolerance, and joint development in an intercultural environment. The aim of this study was to determine the impact
…
Keywords:
higher education Intercultural competence
Intercultural education
Internationalisation
Mobility
0 Citations
10.11591/edulearn.v20i1.22150
Source:
SN Social Sciences
(2026)
This study critically examines the complex interplay between student motivation, university effectiveness, and employability, situating it within the broader context of educational pathways, societal expectations, and labor market transformation. Using a qualitative, multi-method design integrating systematic literature analysis, reflective field observations, and contextual synthesis, the study explores the key factors influencing students’ decisions to pursue university degrees, including intrinsic and extrinsic motivations, academic preparedness, perceived value for money, and expectations of long-term employability. Findings indicate persistent gaps between graduate skills and labor market demands, highlighting the importance of curriculum alignment, experiential learning, professional certifications, and alternative pathways such as vocational training and online platforms. The study contributes a novel framework that systematically links student motivation, institutional effectiveness, and employability, offering practical guidance for universities and policymakers to enhance student engagement, workforce readiness, and curricular relevance. Beyond academic and professional outcomes, the study underscores higher education ’s broader social role in fostering innovation, civic engagement, and lifelong learning. Ultimately, systematically integrating motivation, educational effectiveness, and employability is essential for ensuring higher education remains relevant, inclusive, and responsive to twenty-first-century societal and labor market needs. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2026.
This study critically examines the complex interplay between student motivation, university effectiveness, and employability, situating it within the broader context of educational pathways, societal expectations, and labor market transformation. Using a qualitative, multi-method design integrating
…
Keywords:
Academic readiness
Alternative learning
education pathwaysEmployability skills
Societal expectations
Workforce dynamics
0 Citations
10.1007/s43545-026-01314-x
Source:
International Journal of Evaluation and Research in Education
(2026)
The number of students with disabilities (SWDs) in Malaysian higher education is increasing, yet inclusive career counseling remains underexplored. This study investigates the challenges faced by counselors in supporting SWDs’ career development and highlights practical strategies for improvement. Guided by the planned happenstance theory (PHT), qualitative data were collected through semi-structured interviews with five counselors across different institutions in Sarawak. Thematic analysis revealed four key challenges: communication barriers, limited resources, lack of specialized training, and client dependency. Counselors recommended targeted training, stronger industry collaborations, and improved supervision practices. The study contributes to inclusive education discourse by providing context-specific insights and aligning with sustainable development goal 8 (SDG8), emphasizing the importance of equitable access to career support services for SWDs in higher education . © 2026 Institute of Advanced Engineering and Science. All rights reserved.
The number of students with disabilities (SWDs) in Malaysian higher education is increasing, yet inclusive career counseling remains underexplored. This study investigates the challenges faced by counselors in supporting SWD
…
Keywords:
higher education Career counseling
Counseling challenges
Student counselors
Students with disabilities
0 Citations
10.11591/ijere.v15i1.34889
