Search Results for
"education"

This study aims to develop a digital journalism learning module oriented toward anti-gender discrimination and the prevention of sexual violence in higher education. Using a quantitative approach, surveys were conducted with 148 students and interviews with three lecturers in West Java. Analysis revealed that 94% of respondents support integrating anti-gender discrimination concepts into journalism learning materials. The module development follows the 4D model (Define, Design, Develop, Disseminate), ensuring its relevance to practical needs. The results indicate that multimedia-based digital modules (text, images, audio, video) are perceived as more interactive and effective, aligning with Richard E. Mayer's Multimedia Learning Theory. The study also found positive relationships between digital modules, anti-gender content, learning preferences, and student engagement. These modules enhance not only students' journalistic skills but also their social awareness of gender issues and sexual violence, supporting the implementation of Prevention and Handling of Sexual Violence, policies in higher education. This study recommends integrating digital media as an adaptive learning solution aligned with e-learning trends. The modules are expected to foster an inclusive and ethical educational environment, preparing students for the dynamic media industry. Furthermore, adopting these modules enhances the competitiveness of higher education institutions in meeting modern digital education demands. © 2026 GMP Press and Printing.

Virtual Reality (VR) technology offers novel opportunities for education and training along with grounds for critical evaluation of its implications. This study explores maritime students’ perceptions towards VR simulators utilising constructs from the Technology Acceptance Model (TAM) with VR-specific factors, learner-centric attributes, and external considerations associated with VR simulators. A structured questionnaire was used to collect data from 221 maritime students in Norway and the United Kingdom (UK). Data analysis was conducted using the Partial Least Squares-Structural Equation Modelling (PLS-SEM) method to operationalise the extended TAM framework. The findings highlight the importance of perceived cognitive benefits of VR simulators and students’ enjoyment during VR training. Further, students with higher perceived self-efficacy report greater perceived ease of use of VR simulators and stronger behavioural intentions. Meanwhile, learners’ autonomy has a significant negative association with perceived ease of use, while regulatory uncertainty reduces learners’ intention to use VR simulators. The results highlight the uniqueness of maritime students’ perspectives on VR simulators. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Three-quarters of US prisons offer vocational training programs, which aim to place trainees in middle-skills jobs in specific occupational sectors post-release. These middle-skills jobs may more effectively reduce recidivism than the jobs that normally characterize the labor market experience of the formerly incarcerated, yet whether vocational training programs succeed in placing individuals into these “better” jobs is unclear. This paper estimates the impact of vocational training participation on sector-specific job attainment in the first year after release using an instrumental variable design. I find that trainees are more likely to secure employment in their training sectors compared to similarly situated peers. However, employment gains in target sectors are short-lived, challenging the notion that vocational training leads to stable employment in the jobs they target. Notably, however, trainees are more likely to remain employed and experience significant earnings gains later in the year. This suggests that trainees may be leveraging their initial work experience in training sectors to transition into employment journeys in other sectors. For a population facing steep labor market barriers, and given the sobering results of employment-focused reentry programs, this is a meaningful result, as it suggests that prison-based vocational training programs can successfully steer employment trajectories post-release. © 2026 The Author(s). Criminology published by Wiley Periodicals LLC on behalf of American Society of Criminology.

This study examines the role of Oman’s business schools in aligning educational initiatives with Vision 2040 and preparing graduates for the challenges of the Fourth Industrial Revolution (Industry 4.0) and beyond. A qualitative research approach was used, involving semi-structured interviews with stakeholders, including industry professionals, business graduates, business faculty, and heads of business programs. The study highlights the necessity for business schools to align with Vision 2040, focusing on skill development, innovation, and entrepreneurship. It emphasizes integrating Industry 4.0 concepts into the curriculum and fostering academic-industry collaboration. Essential skills for graduates include interpersonal, leadership, and adaptability skills, along with technical competencies. Leadership within business schools is crucial for driving transformative change through proactive industry engagement and continuous curriculum adaptation. The study advocates program adjustments to enhance job readiness, industry collaboration, pedagogical improvements, and faculty upskilling. The study is limited to institutions offering business and management programs and relies solely on qualitative data from semi-structured interviews. The findings offer strategic guidance for business education, supporting Oman’s economic diversification and the development of a skilled workforce. This research contributes to the literature on business education and organizational change, providing a foundation for policymakers to develop frameworks and policies to enhance student competencies, thereby fostering regional development in Oman and the gulf region. © The Author(s) 2026. 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 pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This article describes the application of the principles of magnetism and motion by working with engineering students at Tecnológico de Monterrey to construct and simulate a Magnetic Linear Motor (MLM) through the Project-Based Learning (PjBL) methodology combined with STEM to facilitate experiential and collaborative learning. PjBL is a teaching methodology that applies learning to real-world problems. This approach is currently being adopted by various educational institutions, which face challenges in using pedagogical methods to foster positive relationships between students and mentors. Three phases can be distinguished in project-based methodology. Commitment: Students are motivated to participate in the importance of an MLM as a device capable of giving motion in one dimension. Research: Students engage in a research project where they design and model their ideas from different areas, such as electromagnetism, differential equations, and programming. Action: Assemble the prototype in the laboratory and evaluate its model. The differential equations of the magnetic force in the MLM prototype are used to determine its kinematic graphs and interpretation. As evidence of learning, students are required to submit two reports that are evaluated using rubrics. © 2026 Sociedad Mexicana de Fisica. All rights reserved.

While discrete choice experiments (DCE), have increasingly been used in the medical literature, little is known about the use of these methods for eliciting preferences from and about students and trainees in health professions. The objectives of this scoping review are to (1) describe the extent to which DCEs have been used in health professions’ education, (2) identify which health professionals have been studied, and (3) identify thematic areas of research in which these methods have been used thematic areas. Between June and September 2024, we conducted a scoping review of the PubMed/Medline, EconLit, Web of Science, and Global Index Medicus databases to identify articles. Studies were eligible for inclusion in this review if they included a health profession training population and if conjoint analysis, DCE, or best-worst scaling studies were used. Forty-nine articles, comprising 60 studies and 21,731 health profession trainees, were included in this review. Medical and nursing students constitute the majority of the population studied. The greatest number of studies have been conducted in China (n = 11) and the United States (n = 8). The two most popular thematic areas in which these studies have been used are to identify preferences for policies and incentives to take a job in a rural area and residency training preferences for medical students. There has been a gradual increase in the use of these methods in the health profession education literature. The extent to which findings have been used for curriculum or policy design is not clear. DCEs are increasingly used to study health profession students and other trainees. More research is needed to explore the validity of preferences and whether preferences correlate with student outcomes or observed behavior. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Previous research shows that individuals’ educational level is associated with skill mismatch, but knowledge about the influence of horizontal dimensions of education and education’s variation throughout the career is limited. This study analyses the link between education and skill mismatch by considering the influence of educational levels, vocational specificity, and occupational specificity from a career perspective. Using the survey wave 2016 of the German NEPS Adult Cohort, I find that individuals with a higher educational level are less likely to be underskilled, but more likely to be overskilled. Conversely, higher vocational specificity is associated with a higher likelihood of underskilling but a lower likelihood of overskilling, whereas occupational specificity is not significantly related to skill mismatches. The findings also highlight that the link between education and skill mismatch varies with time since graduation, and that the role of vocational and occupational specificity differs across educational levels. © The Author(s) [2025]. Published by Oxford University Press. All rights reserved.

This study aims to explore the significance and relationship between soft skills of students and entry-level career success in the Malaysian logistics industry. Utilizing a descriptive and correlational research methodology, data were collected from 381 logistics students, educators, and industry professionals. Quantitative analysis using SPSS V 26 and structural equation modeling revealed that communication, problem solving, teamwork, and adaptability positively affect career success, while leadership showed no significant impact on entry-level career success. The study recommends experiential learning, workshops, and mentorship to address soft skills deficits and enhance employability in the evolving logistics industry. © 2026 by the Association for Business Communication

The automobile technology is rapidly advancing, requiring advanced facilities for effective auto-electricity/electronics training in Nigerian technical colleges. However, poor training facilities still limit Motor Vehicle Mechanic (MVM) graduates’ practical skills. This study examined facility-based gaps affecting the implementation of the auto-electricity/electronics part of the MVM programme, in relation to current automobile industry needs. Using a qualitative case study approach, data were collected through semi-structured interviews with 20 purposively selected participants, including MVM teachers, administrators, master craftsmen, and automotive industry employers. The data were analyzed using reflexive thematic analysis supported by NVivo 14 software. Five major themes emerged, highlighting facility-based gaps: limited industry collaboration, digital and technological infrastructure, instructional and educational resources, power and utility provisions, and workshop and training infrastructure. The study emphasizes the need for stronger industry partnerships, increased funding, and modernization of infrastructure to better prepare graduates for the modern automobile industry. © The Author(s) 2026

Much of the research on identity formation of early-career researchers (ECRs) emphasizes how neoliberal restructuring of academia has impacted processes of becoming an academic. As a marginalized population in the academy, this is especially acute for women and female-read bodies. This study illuminates “academic identity crafting” processes based on sixteen interviews with ECRs in the United States and Austria who identified as women. Findings point to forms of identity crafting that are connected to “thriving for autonomy,” “having a community,” and “finding purpose.” In addition, challenges of academic identity crafting, which are related to the neoliberal influence on the academy as well as the perceived absence of role models and mentors, were identified. This study highlights the need to improve the ways in which higher education institutions support early-career women researchers in crafting their academic identities. © The Author(s) 2026. 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).