Search Results for
"Vocational education"

vocational education is designed with learning that is relevant to the industrial sector. In learning activities, teaching materials are essential to support learning goals. The study aimed to identify the effectiveness of the E-module and learning style on application learning to increase the occupational safety and health knowledge for vocational education. This research is quantitative on variables bound between variables. The population of the study are all students of the education machine engineering faculty that have taken the Health and Safety course in the academic year 2023/2024. The methods used to collect the data needed in the research are R and D, which include developing instruments; lesson plans, practice questions, and quizzes; pre-test and post-test questions, learning style questionnaires, and E-module. The research results show that the E-module increases the effective health and safety work learning achievements, and with that, the style of learning lacking learning effectiveness in improving health and safety work depends on methods and the use of the E-module. Simultaneously, E-module and learning-style learning achievements effectively increase health and safety, especially for the visual learning style; the effectiveness of the E-module has a good outcome. Furthermore, the use of E-module and learning style development is needed. © 2025, Penerbit UTHM. All rights reserved.

Work readiness is a crucial competency for vocational education (VE) students in both schools and madrasahs to be competitive in the job market. Although VE institutions are expected to provide a balanced mix of theoretical and practical training, many graduates still fall short of industry expectations, both during internships and after graduation. A lack of curriculum alignment with industry needs and the suboptimal use of production units as practical learning media causes this gap. This study examines teachers' efforts to enhance students' work readiness through a Work-Integrated Learning (WIL) approach. A mixed-methods design with a sequential exploratory strategy was employed. In the quantitative phase, questionnaires were distributed to 120 respondents (students, teachers, and industry workers) to measure work readiness indicators such as technical skills, communication, work ethic, and problem-solving. The qualitative phase included classroom observations, in-depth interviews, and literature reviews to enrich the analysis. The results show that WIL significantly improves work readiness: technical skills increased by 23%, communication by 18%, and problem-solving by 15%, with statistical significance (p-value = 0.000) based on the Wilcoxon test. The consistency of these improvements across regions indicates that WIL has practical relevance and high scalability potential. The novelty of this research lies in its dual focus on vocational schools and madrasahs, which are still rarely explored in previous literature. By combining quantitative and qualitative approaches, this study confirms that WIL can be systematically integrated into the VE curriculum to enhance graduates' competitiveness in a dynamic labor market. © 2025, Institut Pesantren KH Abdul Chalim. All rights reserved.

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Objective: – This review aimed to map the literature on teaching strategies used to teach professional writing to prelicensure students enrolled in health professional programs. Introduction: – Health education programs must teach students how to practice professional writing as it is a fundamental skill for effective communication in health care. Professional writing is crucial for ensuring continuity of care, promoting patient safety, and meeting regulatory and institutional standards. Understanding the teaching strategies used to develop professional writing skills is important because it helps educators identify the most effective methods for preparing students for practice. Eligibility criteria: – This review considered studies on teaching strategies used by faculty at any academic institution, in any country, to teach professional writing in prelicensure health professional programs. Disciplines such as medicine, nursing, occupational therapy, pharmacy, dentistry, and veterinary medicine were included. Strategies included any intentional activity (in-person or virtual) aimed at developing students’ professional writing. Professional writing included writing for the purpose of recording assessments or interventions, conveying information to a care team, communicating with patients, or demonstrating compliance with professional or institutional policies or practices. Methods: – This review followed the JBI methodology for scoping reviews. Published literature was located in MEDLINE (Ovid), Embase (Ovid), CINAHL with Full Text (EBSCOhost), ProQuest Nursing and Allied Health (ProQuest), and ERIC (EBSCOhost). A search for unpublished research reports was conducted in ProQuest Dissertations and Theses, Open Access Theses and Dissertations (OATD), and OAIster (WorldCat). The reference lists of all included studies were manually back-searched for additional studies, and Google Scholar and Web of Science Core Collection were used for forward citation tracking to identify further studies. Search results were limited from 2010 to the present, and only reports written in English and French were eligible. Data were extracted from studies that met the eligibility criteria by 2 independent reviewers. Data are presented in tabular format to address findings related to the review objectives. Results: – Thirty-three studies from 7 countries, published between 2010 and 2025, were included. All studies examined at least 1 teaching strategy, and included 5 disciplines: nursing, medicine, pharmacy, dentistry, and veterinary medicine. Three additional studies focused on interprofessional education. A variety of strategies was used to teach professional writing, with the most common being didactic methods such as lectures, as well as checklists. These strategies included group and individualized modes of delivery and targeted a range of professional writing types, including assessments, discharge summaries, prescriptions, and patient education materials. Conclusion: – Most of the studies included in this review were published within the last 5 years, highlighting the growing recognition of the need to prepare future health care graduates to write professionally. This review reveals a gap in understanding of the most effective methods for teaching professional writing in prelicensure programs. Future research should identify the best teaching strategies and develop standardized evaluation metrics to ensure that health profession students are fully equipped to meet the writing demands of clinical practice. Review registration: – OSF https://osf.io/nveqr/ © 2025 JBI

With the acceleration of globalization,international medical cooperation and exchanges have further deepened. As China continues to advance its “Belt and Road" initiative and places increasing emphasis on the role of vocational education “going global" in building a strong educational nation,international development has become a crucial path and an inevitable trend of the high-quality development of nursing vocational education in the new era. This paper focuses on the core concepts and current challenges in the international development of nursing vocational education. It systematically analyzes and comprehensively summarizes the diversified pathways for high-quality internationalization in nursing vocational education. The study elaborates on key aspects, including the exportation of professional standards, international cooperative education programs, curriculum system reform for globalization, cross-cultural humanities exchanges, faculty development, and digital platform construction. These findings provide insights and references for the future international development of nursing vocational education. © 2025, Chinese Nursing Journals Publishing House. All rights reserved.

This study looks at Faculty perspectives to identify the strengths and weaknesses in the industry- -academia relationship via multiple sources. The goals that were set for this study were two-fold: to analyse the strengths and problems of the industry-academia relationship over 15 Brazilian tourism undergraduate degrees; and identify factors that are enabling or holding back the relationship between industry-academia. For the multiple case study with cross-sectional analysis, we developed a matrix to analyzs the tourism programmes of study for three major components: proposed authors; proposed texts; and proposed audiences. The programme coordinators were invited to participate via e-mail and the ensuing on-line interviews were recorded and analysed using ATLAS.ti. The study identifies five strengths and six weaknesses, that are presented as case themes. Then, we summarise the factors enabling or impeding a better industry-academia relationship. The findings indicate that undergraduate dissertations, the alumni network within tourism organisations, and scientific communication build a strong bond between academia and industry. On the contrary, overemphasising non-vocational education, multi-disciplinary content without industry alignment and pursuit of government posts hinder greater industry- -academia interaction. In short, this study has contributed to understanding how academia can improve their relationshops with the industry, which could narrow the gap between what is expected of students by academia via what is asked of them in the labour market. © PASOS Revista de Turismo y Patrimonio Cultural.

vocational higher education plays a role in preparing students to work in the industrial world. One of the efforts to prepare students for work is to equip students with the skills needed in the industrial world, mainly English. However, the English language curriculum used in vocational institutions is generally still not fully aligned with the needs of the industry; often, the Business English taught still focuses on general communication and does not focus on English for specific purposes. Therefore, aligning the business English curriculum in vocational education with industry needs is essential. Target Situation Need Analysis (TSNA) is Hutchinson and Water's need analysis model used to investigate the students' necessities, lacks, and wants concerning business English teaching. This study aims to improve the business English curriculum for accounting students to align with industry needs through TSNA. The questionnaire collects data from 255 accounting students at a vocational higher education by leveraging technology through Google Forms. The research results suggest that to prepare graduates for the global workforce and enhance their readiness, the business English curriculum for accounting students at vocational colleges needs to the need to incorporate technology-driven solutions to develop communication and writing skills that align with the professional field of accounting, especially in presenting complex financial information. © 2025 Author(s).

The transformation of higher education in the Industry 4.0 and Society 5.0 eras demands an intelligent learning model capable of dynamically aligning student competencies with the needs of the digital industry. This research develops EduLinkMatch, a web-based intelligent e-learning model integrated with a virtual laboratory using Cisco Packet Tracer in physicalmode. The core technical innovation lies in the Learning Analytics Engine, whichcontinuously collects and processes performance logs from virtual laboratory activities(e.g., configuration errors, task completion status, average completion time, and topologyvalidation results). This data is analyzed through a rule-based diagnostic mechanism andthreshold-based performance indicators, which drive an adaptive feedback module thatrecommends remedial tasks, additional simulations, or targeted resources through acompetency dashboard. This research adopts a Research and Development (R&D) approachusing the ADDIE framework, focusing on the Analysis, Design, and Development phases.System trials with 150 students in the Computer Networks course and validation by 10experts have been conducted. The results showed that all modules functioned correctlybased on Black Box Testing, the success rate of student assignments reached 92%, theaverage completion time was 24 minutes, and student satisfaction scores ranged from 4.3to 4.5 (Likert 1–5). Expert validation yielded an average Aiken V = 0.875 and Fleiss κ =0.91, indicating high interrater validity and reliability. The main contribution of this studyis the presentation of an integrated intelligent e-learning model that combines virtuallaboratories, learning analytics, and adaptive feedback in a single system, which provides atechnical blueprint for competency-based vocational learning systems in developingcountries. © 2025 The authors. This article is published by IIETA and is licensed under the CC BY 4.0 license (http://creativecommons.org/licenses/by/4.0/).

vocational students have a greater capacity to overcome academic adversity, and the role of academic resilience is essential to positive academic outcomes and future careers. Exploring the academic resilience of vocational school students requires valid and reliable measurement tools. This study aims to develop a measurement tool for academic resilience in Indonesian vocational school contextsand its evidence validation. This study involved 206 students from various vocational fields in several public vocational schools in Kupang City, Indonesia, with a multistage sampling technique. Twenty-item academic resilience measurement tools were utilized. Validate of the construct was assessed with exploratory factor analysis (EFA) and Alpha Cronbach for reliability. The results demonstrated by both the Kaiser-Meyer-Olkin test and Bartlett’s test confirm adequate data. EFA highlights the single-factor model. A total of twelve items were removed, and eight items were qualified, with the highest loading factor score of 0.816 and the lowest score of 0.547. The reliability confirms the high category (0.96). The whole procedure resulted in a measurement tool of eight items to assess academic resilience and contributed to evaluating the efficacy and treatment in Indonesian vocational schools. © 2025, Intelektual Pustaka Media Utama. All rights reserved.