Search Results for
"education"

As computing education attracts increasingly diverse students, the need for adaptive and inclusive teaching approaches has become critical. Traditional pedagogical models often rely on standardized frameworks and evaluation methods that overlook the diversity of student experiences and learning styles, particularly in complex fields like UX design. This study employs a phenomenographic approach to evaluate and understand the range of student conceptions of UX design thinking in an undergraduate systems analysis and design course. Through the UX design thinking module, students engage with user-centered tools such as personas, customer journeys, and empathy maps. Analysis of student feedback reveals four experiential conceptions during the course—skepticism, adjustment, practical utility, and user-centeredness—showcasing the spectrum from surface-level understanding to deeper appreciation of UX principles. Findings demonstrate the effectiveness of phenomenography in capturing diverse learning experiences, underscoring its value as an evaluation tool for creating more inclusive and responsive UX design education. Future research should explore the effectiveness of the phenomenographic educational evaluation approach in fostering empathetic student development and enhancing inclusive teaching practices in computing education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

The rapid expansion of the Internet of Things (IoT) demands instructional models that effectively bridge theory and practice. This study explores the integration of Project-Based Learning (PBL) with the ADDIE instructional design model in an undergraduate Information Technology Projects course. As a capstone activity, students designed and built a Smart Lamp using an ESP32 microcontroller, sensors, MQTT communication, and a mobile user interface, iterating through ADDIE phases with formative feedback. A mixed-methods evaluation combined SAM-based rubrics, user-experience testing, and self- and peer-assessment (n = 30 students; n = 20 external users). Results indicated strong technical performance (overall M = 4.2/5 across competencies), high collaboration indicators (M = 4.4/5), and positive end-user satisfaction (M = 4.4/5). A nonparametric exploratory comparison revealed no significant differences between students with and without prior IoT experience, highlighting the inclusiveness of the approach. Overall, findings demonstrate that coupling PBL with ADDIE fosters motivation, knowledge transfer, and effective hardware–software integration while providing a replicable structure for IoT education. Implications for course design include aligning learning outcomes with ADDIE phases, incorporating iterative usability testing, and integrating cloud-connected prototypes as authentic assessments for future implementations. © 2026 Wiley Periodicals LLC.

Labour productivity has been a critical area of research, particularly in addressing challenges posed by globalisation and Industry 4.0. While the importance of training in enhancing productivity is widely recognised, there is a lack of systematic research that traces evolution, trends, and thematic shifts in this field. This study addresses this gap by analysing a dataset of Scopus-indexed articles spanning from 1971 to 2024, offering an analysis of how training influences labour productivity, based on an extensive bibliometric review. Design/Methodology/Approach — From an initial pool of 1,708 documents, 552 relevant articles were selected for analysis. Through descriptive statistics and bibliometric analysis, the study reveals significant growth in research focused on the multifaceted effects of training on productivity, reflecting sustained and expanding interest in this topic. Findings — The conceptual structure of this field is visualised through scientific mapping, which identifies three primary research clusters: alignment between employer needs and higher education outcomes, core employment frameworks for productivity, and the influence of work-based learning on labour effectiveness. These clusters offer insights into the field’s foundational and emerging themes, illustrating the multidimensional role of training in meeting labour market demands. Publication activity has accelerated markedly since 2007, with 62% of all contributions appearing after 2015. The analysis of country collaboration further shows that the United States, China, and the United Kingdom are leading contributors, while the strongest international ties are observed between the United States and both China and the United Kingdom. Originality/Value — Going beyond previous studies, this research employs bibliometric methods to uncover underlying patterns and trajectories in the literature. The findings provide a roadmap for future research directions, pinpointing key areas for deeper investigation and encouraging interdisciplinary approaches to understand the enduring impact of training on labour productivity. © 2025 World Scientific Publishing Co.

In an increasingly turbulent world shaped by rapid technological advancement and intensifying geopolitical tensions, the integration of Artificial Intelligence (AI) within Higher education Institutions (HEIs) presents both opportunities and ethical complexities. Among HEIs’ most critical objectives is enhancing students’ employability and adaptability in the evolving labor market. This study aims to explore the relationship between AI experience and future career adaptability, with a focus on the mediating role of job insecurity and Career prospective estimation, as well as the moderating role of psychological distress. This study adopted a quantitative study with 385 participants from HEIs. The findings indicate that students with stronger AI experience exhibit higher levels of career adaptability and vocational learning capabilities. Furthermore, the career prospective estimation acts as a mediator to bridge AI experience and learning ability. Lastly, the moderator role of psychological distress was found to have a negative relationship with AI experience, job insecurity, and career prospective estimation. This study offers theoretical and practical implications for students, educators, and HEIs, highlighting the importance of strategically guided AI adoption to foster career readiness and adaptability in the digital age. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2026.

This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches. © 2026 The Author(s).

This study aims to identify latent employment quality patterns among vocational high school graduates and examine how these patterns are influenced by their upper-secondary vocational education and training (VET) experiences. Grounded in the International Labour Organisation's concept of decent work, this study considers employment quality within diverse indicators: job relevance to education, decent hours, social protection, employment status, adequate earnings, work–life balance, and social dialogue and workplace relations. Using nationally representative data from 1463 Korean vocational high school graduate workers, latent class analysis is employed to classify individuals into distinct employment quality patterns based on multiple dimensions of decent work. The analysis reveals three latent groups: stable (26.7%), partially stable (54.8%), and precarious (18.5%). Results from multinomial logistic regression indicate that students' active participation in vocational coursework, acquisition of industry certifications, and work experience are significantly associated with these latent patterns. Moreover, these relationships vary across different occupational programmes, including STEM, business and services, and others tracks. This study underscores the importance of incorporating diverse indicators of employment quality rather than relying on a single metric. It also suggests that VET strategies should be tailored to the unique characteristics of each occupational programme to improve employment outcomes for vocational high school graduates. © 2026 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Background: College students’ participation in physical education (PE) classes is of great significance to teaching effectiveness and students’ physical and mental health. However, few studies have explored the influencing factors and mechanisms of PE class engagement. This study aims to investigate the association between college students’ perceived PE environment and their PE class engagement, as well as the mediating roles of perceived teacher support and academic self-efficacy. Methods: A cross-sectional survey was conducted among 1,158 Chinese college students from December 1 to 31, 2024. Variables were measured using the Perceived Physical education Environment Scale, Perceived Teacher Support Scale, Academic Self-Efficacy Scale, and Classroom Engagement Scale. Mplus 8.11 was used to perform latent profile analysis on the perceived PE environment, which classified the participants into three groups: low-perception group, medium-perception group, and high-perception group. Amos 28.0 was employed to construct a structural equation model, and SPSS 26.0 was used to test the mediating effects. Results: In the total sample and the three groups, the perceived PE environment was significantly and positively correlated with college students’ PE class engagement (p < 0.01). In the medium-perception and high-perception groups of PE environment, perceived teacher support and academic self-efficacy played both individual mediating roles and a chain mediating role in the relationship between perceived PE environment and PE class engagement. However, in the low-perception group of PE environment, the mediating role of perceived teacher support was not significant, while the chain mediating role remained significant. Conclusion: This study identifies that perceived teacher support and academic self-efficacy are key mechanisms linking the perceived PE environment to students’ class engagement, and this sequential mechanism is particularly important in the context of low perceived PE environment. The results of this study emphasize the practical significance of strengthening school PE environments and resources, improving teachers’ guidance and support, and fostering students’ academic self-efficacy for enhancing students’ class engagement. 2026 Guan, Zhang and Wu.

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 book equips secondary Career and Technical education (CTE) teachers with strategies and information to create rigorous, meaningful, and comprehensive CTE programs, supporting educators in traditional work-based learning programs as well as schools looking to infuse career programming into their curriculum. It is also designed to guide both teachers moving into CTE from other subject areas and industry professionals entering the field from an alternative certification program. Each chapter is infused with a myriad of strategies for teachers to make your classroom "career ready," drawing on 21st-century classroom curriculum design. Each topic introduced, from assessment, collaborating with community partners and school stakeholders, work-based experiences, and more, includes an introduction, several instructional suggestions, a "teacher spotlight" demonstrating the strategies in action, and discussion questions for individual or book study use. Sample lessons, projects, and interviews with experts supplement the chapters. Whether you're a current CTE teacher or just looking to infuse career-ready material into existing secondary curriculum, this resource can help you create meaningful CTE learning to prepare your students for their world after your classroom. © 2026 Samantha Shane.

The travel and tourism sector is dynamic and constantly changing. The success of the tourism industry depends on training and certification programs for tour guides because they enhance professionalism, service quality, cultural awareness, sustainable tourism, the local economy, and the perception of the destination. The significance of training programs intended to qualify tour guides has not received much attention. Thus, the purpose of this study was to examine the training programs-curricula-for tour guides in Jordan, understand the basic professional standards for tour guides, and identify the difficulties that the training programs face by identifying their shortcomings and determining whether the academic education outcomes are compatible with the demands of the tour guide job. In order to achieve this, the study has taken a qualitative approach that is founded on content analysis of the available curricula for tour guiding training and education, personal observation, interviews with academics and professional tour guides, and a checklist. According to the study, tour guide training programs in Jordan are reasonably balanced, combining theoretical and practical elements to give guides professional guiding skills and general knowledge. However, there are certain obstacles that these programs must overcome, including foreign language proficiency, practical training shortcomings, job placement, and tour guide licensing. This study concludes by offering some insights and suggestions about training and qualification programs, such as the necessity of regularly updated curricula and training initiatives based on collaboration between academics and professional tour guides to improve training programs and increase emphasis on field trips and the practical aspect. © 2026 National Recreation and Park Association.