Search Results for
"Vocational education"

Exploring the potential of text-to-image generation technology in Taiwanese vocational high school art courses, this study employs a conceptual framework of technology integration, creative thinking, and metacognitive abilities, focusing on its effects on teaching strategies as well as students’ digital art creation skills and cognitive and creative development. The study was conducted through a multi-methodological approach that includes a systematic literature review plus participatory action research and qualitative analysis. The results showed that integrating text-to-image technology with education boosted students’ interest in activities such as prompt design and project creation and suited themes like landscapes and conceptual art. Testing AI tools enhanced technical proficiency (average of 3.95/5), while pedagogy shifted to project-based learning, increasing engagement. Students’ digital art skills improved from 3.26 to 3.78 (16% growth), with creativity and originality (3.82/5), style diversity, visual complexity, and divergent thinking notably advanced. The technology also fostered metacognitive skills and critical thinking, proving to be an effective teaching aid beyond a mere digital tool. This discovery provides a fresh theoretical viewpoint and instructional procedures for high school art education curricula, anchored in technology, and highlights the importance of nurturing students’ innovativeness and adaptability within the contemporary digital age. © 2025 by the authors.

This study aims to develop physics experimental learning tools on black principle material to improve vocational students' understanding through conventional learning supported by laboratory activities. In this research, the development of the black principle experimental learning tool was carried out using a design and development (DDR) approach. To evaluate learning, this research used a one-group pre-test and post-test design. The research subjects consisted of 21 vocational students at a vocational school in the city of Cimahi, West Java. Learning is carried out through conventional methods supported by laboratory activities which consist of four stages, namely: (i) pretest; (ii) delivering learning material; (iii) laboratory activities; and (iv) post-test. Laboratory activities are carried out by observing changes in the temperature of hot substances and cold substances when hot substances are passed through cold substances. To compare students' level of understanding before and after the learning period, pre-test and post-test data were evaluated using simple statistical calculations paired sample t-test. The results of the learning analysis show that laboratory activities can improve students' understanding even though the improvement is categorized as moderate. Laboratory activities in the classroom are a very effective way to strengthen understanding of scientific concepts and help students link theory with practice. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

This study investigates the effectiveness of a laboratory activity designed to enhance vocational students' understanding of rare earth metal extraction from electronic waste, specifically Cathode Ray Tube (CRT) waste using Eutectic Ionic Liquids (EILs). The method is pre-experiment with one group pretest-posttest design. The research involved 15 chemical engineering students from the Polytechnic in Bandung. The laboratory activity involved collecting CRT waste, separating phosphorus material, synthesizing EILs, extracting rare earth metals from phosphorus material, and observing and analyzing the results. The data analysis technique used was descriptive analysis of N-Gain and statistical tests like the normality test and non-parametric Wilcoxon test. The results showed a medium increase in learning outcomes with a 28% and the N-Gain value for learning outcomes is 0.59. The Wilcoxon statistical test confirmed the significant difference between learning outcomes before and after the laboratory activity. The study concludes that this novel laboratory activity is effective in increasing students' understanding of sustainable rare earth metal extraction, It aligns with Sustainable Development Goals No. 12: Responsible Consumption and Production, providing a solution to the e-waste problem and serving as an educational tool for sustainable practices. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Background: Young adults with autism spectrum disorder (ASD) face challenges in obtaining employment. Objective: To test the practicality and feasibility of using instructional videos in a community organization involved in vocational rehabilitation and work integration for people with autism. Methods: Three methodological steps were achieved: ‘Research-development’, iterative content validation and practicability study. Eleven employees of a grocery store were filmed performing tasks in seven departments. Each video was followed by questions. Four validation phases were carried out with different groups of stakeholders (n = 25). Four autistic youth in a work training organization had tested successfully 6 to 9 instructional videos. Results: A man of 26 years old was positive for 6 videos and negative about 3 tasks (Wrapping cheese, Placement of Products in the charcuterie section, Sous-vide). He had no discomfort 67% of the time. What bothers him often were the smell, social contacts and the texture. Twenty-one instructional videos from 2 to 6 min cover fish section(n = 5), fruits and vegetables(n = 2), cash register(n = 2), grocery store display(n = 2), bakery(n = 3), cheese and charcuterie(n = 4) and ready-to-eat(n = 3). Conclusion: education, orientation and job placement service, rehabilitation and community stakeholders can use the response to the questions to target socio-professional interests while providing a space for discussion about future integration into grocery store work. © The Author(s) 2025

Emerging professions in fields like Artificial Intelligence (AI) and sustainability (green jobs) are experiencing labour shortages as industry demand outpaces labour supply. In this context, our study aims to understand whether employers have begun focusing more on individual skills rather than formal qualifications in their recruitment processes. We analysed a large time-series dataset of approximately eleven million online job vacancies in the UK from 2018 to mid-2024, drawing on diverse literature on technological change and labour market signalling. Our findings provide evidence that employers have initiated “skill-based hiring” for AI roles, adopting more flexible hiring practices to expand the available talent pool. From 2018 to 2023, demand for AI roles grew by 21 % as a proportion of all postings (and accelerated into 2024). Simultaneously, mentions of university education requirements for AI roles declined by 15 %. Our regression analysis shows that university degrees have a significantly lower wage premium for both AI and green roles. In contrast, AI skills command a wage premium of 23 %, exceeding the value of degrees up until the PhD-level (33 %). In occupations with high demand for AI skills, the premium for skills is high, and the reward for degrees is relatively low. We recommend leveraging alternative skill-building formats such as apprenticeships, on-the-job training, MOOCs, vocational education and training, micro-certificates, and online bootcamps to fully utilise human capital and address talent shortages. © 2025 The Authors

Background: Transformative changes in nursing education are compelling nursing programs to transition to a backward design-driven competency- and clinical judgment-based curriculum design. Little guidance exists on backward design application in nursing. Purpose: This rapid review aims to identify what is known about the use, implementation, and outcomes of backward design (BWD) in healthcare professional education programs. Methods: A rapid review of the literature was conducted using the Interim Guidance for Rapid Reviews Methods in concert with the PRISMA-P protocol, the PRISMA 2020 explanation and elaboration, and the PRISMA 2020 reporting guidelines. Results: There was no empirical evidence of the efficacy of BWD in achieving competency-based outcomes. Results focused on strengths and benefits for students and faculty and provided implementation tips. BWD better assured the alignment of course learning outcomes, assessments, and learning activities. There was more student engagement and mastery of skills, and greater faculty effectiveness in the learner-centered BWD approach. Conclusions: Our findings show the utility of BWD in healthcare education and provide models for application of BWD as an effective curricular framework in nursing. Our review shows the importance of the adoption of a standardized curricular framework in nursing education. © 2025 Elsevier Inc.

This paper focuses on the teaching system of electrical "1+X"certificate based on blockchain. It introduces in detail the composition and training mode of the electrical "1+X"certificate system, including online and offline learning, practical operation, enterprise internship, and assessment and evaluation. The design and implementation of the teaching system are carried out, starting from the demand analysis, covering user support, information security, learning certification, certificate management, and data application. The functional modules including user management, course management, learning and certification, certificate management, and data analysis and report are designed. Through system testing and result analysis, the effectiveness of the system is verified from four dimensions: function, boundary value, security, and performance. © 2024 Copyright held by the owner/author(s).

The wrong use of learning models in the robotics learning process can cause students to not understand how to build a robotic system step by step. Likewise, the use of irrelevant technology in the learning process can result in low graduate competence, as the competen-cies possessed are not in accordance with industry needs. So, this study aims to assess the impact and how robotic technology is applied in vocational education. This study employs a systematic literature review methodology, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The review includes articles published between 2018 and 2024, focusing on the use of robotic technology in vocational education. A total of 26 relevant research studies were selected for analysis. The results of this study show that universities, vocational high schools, and robotics training institutions use robotics technology. The types of robots used include mobile robots, ARM robots, humanoid robots, animal robots, training kits, and robotics system simulator applications. Learning models integrated with this technology include project-based learning (PjBL), the most widely used, problem-based learning (PBL), computer-based robotics, hands-on learning, CPLM, pair learning, and EL-CP. Robotic technology impacts almost all knowledge domains, including cognitive, psychomotor, and affective. © 2025 by the authors of this article. Published under CC-BY.

Purpose: This study aims to explore the relationship between perceived service quality, perceived employability, perceived value and student satisfaction. The study proposes a conceptual model linking these constructs by employing signalling theory and expectancy disconfirmation theory. Design/methodology/approach: Data were collected through a cross-sectional survey of 356 final-year students from four state polytechnics in East Java, Indonesia. This study tested the hypotheses using partial least squares-structural equation modelling. Referring to the multidimensional concept of all constructs, the structural equation model built in this study is a higher-order construct commonly called a hierarchical component model, with Type I (reflective-reflective) model classification. Findings: The findings reveal that perceived service quality positively influences student satisfaction directly and indirectly via perceived employability and perceived value, both serving as complementary mediators. This dual pathway underscores the compounded impact of service quality on student satisfaction. Moreover, perceived employability significantly affects student satisfaction, highlighting its importance in educational service evaluation. Practical implications: The implications for higher education institutions are practical and actionable, emphasising the need to enhance service quality and employability-related initiatives to improve student satisfaction. Social implications: This research contributes to the theoretical discourse on student satisfaction by incorporating a psychological perspective, providing valuable insights for the design and delivery of educational services in polytechnics. Originality/value: The study’s originality lies in integrating perceived employability into the student satisfaction model, offering a broader understanding of the psychological and contextual factors that influence student satisfaction in vocational higher education. © 2024, Emerald Publishing Limited.

This study investigates the implementation of integrative Islamic educational models in History teaching at an Islamic university in Uzbekistan, specifically focusing on the cluster system approach. It aligns with Uzbekistan’s educational reforms, examining how History education can be harmonized with national values and global standards through competency-based learning and the cluster system. The research utilized a qualitative approach with experimental trials involving 501 participants across various educational levels. Data were collected through surveys, classroom observations, and document analysis. The study explored innovative methods such as the “Sensor Station” (preschool), “Historical Event Simulation” (general education), “Mission” (academic lyceums), and the “SIIM method” (vocational education), integrating religious and historical content for student-centered learning. These methods promoted critical thinking, creativity, and independent inquiry through role-playing, group work, and interactive tasks. Results indicated that students in the experimental group, exposed to the cluster-integrative approach, showed significant improvement in historical understanding, academic performance, and spiritual growth compared to the control group using traditional methods. The study concludes that a cluster-integrative model rooted in Islamic educational principles is effective in fostering historical thinking, moral reasoning, and higher-order competencies, offering valuable insights for enhancing History education from preschool to higher education in both formal and non-formal contexts. © 2025, Faculty of Tarbiya and Teacher Training UIN Sunan Gunung. All rights reserved.