Source:
Discover Education
(2025)
This study retrospectively investigates the academic and psychological readiness of final-year university-level Technical and vocational education and Training (UL-TVET) students in Nigeria following the prolonged 2022 Academic Staff Union of Universities (ASUU) strike. The study is significant because while prior research has examined the causes and immediate consequences of academic disruptions, little is known about how extended strikes affect students’ ability to reintegrate academically and psychologically, especially in vocational disciplines where practical readiness is critical. Anchored in Opportunity Structure Theory, this study adopts a qualitative design involving semi-structured interviews with 58 final-year students across three public universities in different geo-political zones. Thematic analysis revealed three dominant themes: academic transition challenges and institutional compression; psychological fatigue and emotional disengagement; as well as adaptive coping strategies. Findings indicate that compressed academic calendars, disrupted Students’ Industrial Work Experience Scheme (SIWES) placements, and weak project supervision significantly undermined students’ academic depth and vocational preparedness. Psychologically, students reported concentration difficulties, burnout, and motivational decline, exacerbated by the absence of structured reintegration support. Although some students employed peer-led study groups, faith-based resilience, and time management tools to cope, these strategies were unevenly distributed and insufficient to offset systemic gaps. The study concludes that readiness was not uniformly restored and calls for institutional frameworks that integrate academic and psychosocial recovery in post-strike contexts. By highlighting these gaps, the study contributes to ongoing debates on higher education resilience in developing contexts and offers policy directions for post-strike recovery frameworks in TVET institutions. © The Author(s) 2025.
This study retrospectively investigates the academic and psychological readiness of final-year university-level Technical and vocational education and Training (UL-TVET) students in Nigeria following the prolonged 2022 Acade
…
Keywords:
Nigeria
TVET
Academic readiness
ASUU strike
Opportunity structure
Psychological fatigue
Reintegration
0 Citations
10.1007/s44217-025-00893-w
Source:
Empirical Research in Vocational Education and Training
(2025)
Dual vocational training, i.e., the combination of on-the-job training in a company and school-based teaching, is of major importance to a smooth transition into the labor market and for the recruitment of skilled labor in Germany. However, around 30 percent of all training contracts are not successfully completed and not all successful apprentices remain in their training company afterwards. Previous studies have shown that apprentices who terminated their training prematurely often report conflicts and insufficient support within the company as reasons. However, these studies do not include the group of successful apprentices for whom these two aspects might also have been an issue. Moreover, to our knowledge, no study has yet appropriately investigated how conflicts and a lack of support are related to the likelihood of staying in the training company as an employee after training graduation. Using panel data from the Starting Cohort 4 of the National Educational Panel Study (NEPS SC4), we address these research gaps. Our results indicate that apprentices are less likely to finish their training successfully when they report conflicts in the company and more likely when they report support. Support does not buffer the negative effects of conflicts. Successful trainees are only less likely to subsequently remain in the training company when they report high levels of conflicts combined with low levels of support. Our detailed analyses suggest that this is rather due to missing employment offers from companies than due to graduates refusing these offers. © The Author(s) 2025.
Dual vocational training, i.e., the combination of on-the-job training in a company and school-based teaching, is of major importance to a smooth transition into the labor market and for the recruitment of skilled labor in Germany. However, around 30 percent of
…
Keywords:
Conflict
Labour market entry
School-to-work transition
Success of apprenticeship training
Support
0 Citations
10.1186/s40461-025-00201-8
Source:
Scientific Reports
(2025)
This study addresses persistent challenges in traditional talent cultivation models, including misalignment with industry demands, outdated instructional content, and limited depth in school-enterprise collaboration. To overcome these issues, the study proposes an innovative approach by integrating Back Propagation Neural Network (BPNN) technology from the field of artificial intelligence to construct a multimodal, integrated teaching quality evaluation system. By aggregating diverse data sources—including classroom performance, online learning behaviors, and hands-on practice videos—the study builds a comprehensive digital representation of the teaching process. An enhanced BPNN model is introduced, optimized by determining the ideal number of hidden nodes to improve evaluation performance. The method employs a hybrid fusion strategy, in which features from different data modalities are extracted independently, processed through dedicated neural networks, and fused at the decision level. This design enhances the model’s adaptability to complex instructional environments and improves predictive accuracy. Empirical validation uses 1,500 samples collected from 18 public courses offered by Nanjing Institute of Industry Technology. The experimental results show that the improved BPNN model significantly outperforms baseline models in both prediction accuracy and convergence speed. Specifically, it achieves a prediction accuracy of 92% for teaching quality rated as “excellent” and 90% for those rated as “very good.” This study provides a novel and effective solution for evaluating teaching quality in vocational education , fostering deeper integration between industry and education , advancing talent development, and supporting broader goals of industrial transformation and upgrading. © The Author(s) 2025.
This study addresses persistent challenges in traditional talent cultivation models, including misalignment with industry demands, outdated instructional content, and limited depth in school-enterprise collaboration. To overcome these issues, the study proposes an innovative approach by integrating
…
Keywords:
Artificial intelligence
human
procedures
Humans
vocational education artificial intelligence
education industry
Back propagation neural network
Industry-education integration
Model innovation
Talent cultivation
artificial neural network
Neural Networks, Computer
0 Citations
10.1038/s41598-025-21935-1
Source:
SN Computer Science
(2025)
The integration of gamification in vocational education has gained attention as a strategy to enhance learner engagement, motivation, and skill acquisition. This study presents a systematic literature review (SLR) of 21 empirical studies published between 2016 and 2025, focusing on trends, methodologies, theoretical foundations, and outcomes of gamified learning in Technical and vocational education and Training (TVET). Using the PRISMA framework, we applied strict inclusion criteria to identify studies incorporating game elements such as points, badges, leaderboards, avatars, and simulations. The analysis shows that simple mechanics, aligned with behaviourist principles, dominate due to their ease of integration. However, more complex strategies, including role-playing games, 3D simulations, and digital escape rooms, rooted in constructivist and experiential learning theories, are emerging as practical alternatives. Despite positive findings, several methodological weaknesses were identified, such as inconsistent theoretical frameworks, brief study durations, and a lack of implementation details. Gamification consistently improves learner motivation, collaboration, cognitive engagement, and retention, with 75% of studies reporting significant improvements in student outcomes. The study recommends adopting structured instructional design, teacher training, and culturally relevant applications. Future research should explore longitudinal and multisite studies, incorporating learning analytics and AI-driven adaptive gamification for personalized, lifelong learning. By addressing these challenges, gamification can become a scalable tool for modernizing skills-based education . © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2025.
The integration of gamification in vocational education has gained attention as a strategy to enhance learner engagement, motivation, and skill acquisition. This study presents a systematic literature review (SLR) of 21 empi
…
Keywords:
Gamification
vocational education educational technology
Systematic literature review
Adaptive learning
Instructional design
0 Citations
10.1007/s42979-025-04488-y
Source:
Journal of Population Economics
(2025)
Despite numerous measures intended to enhance gender equality, gender-specific study and career choices remain a persistent concern for policymakers and academics globally. We contribute to the literature on gendered career choices by focusing on explicitly stated parental preferences for their children’s occupations, using a large-scale randomized survey experiment with 5940 adults in Switzerland. Adolescents consistently name their parents as the most influential factor in career decisions, motivating the focus on parents (and hypothetical parents). In the experiment, respondents are presented with a realistic choice scenario in which they must advise on two proposed apprenticeships for their hypothetical daughter or son. The experiment randomly selects the occupations from 105 pairs, without disclosing their gender distribution. Results show that adults are gender neutral when advising a daughter but have a pronounced preference for male-dominated occupations when advising sons. The latter are found across all ages of adults and for parents and non-parents. © The Author(s) 2025.
Despite numerous measures intended to enhance gender equality, gender-specific study and career choices remain a persistent concern for policymakers and academics globally. We contribute to the literature on gendered career choices by focusing on explicitly stated parental preferences for their chil
…
Keywords:
vocational education Gender
Career advice
Occupational choice
0 Citations
10.1007/s00148-025-01121-3
Source:
European Journal of Education
(2025)
This study examines how student-led game creation can serve as a transformative pedagogical model for integrating the Sustainable Development Goals (SDGs) into vocational education . Drawing on a semester-long, project-based course in a Chinese vocational university, the research investigates how designing educational games shaped students' creativity, collaboration, critical thinking, global awareness, and digital agency. Adopting a qualitative case study approach, we analysed reflection journals, project artifacts, peer evaluations, and group interviews through thematic analysis. Findings show that the process of designing games—rather than consuming them—enabled students to engage deeply with complex sustainability issues, negotiate ethical tensions, and develop systems thinking. Students shifted from passive learners to active creators, expressing a sense of authorship, civic responsibility, and collaborative ownership. The digital learning platform played a critical role in scaffolding this transition by facilitating reflection, co-creation, and iterative feedback. We argue that game creation, when situated within a structured, SDG-focused design task, fosters transversal competencies central to 21st-century vocational learning. The study contributes to emerging debates on design-based pedagogy, global competence, and transformative education in applied learning contexts. © 2025 John Wiley & Sons Ltd.
This study examines how student-led game creation can serve as a transformative pedagogical model for integrating the Sustainable Development Goals (SDGs) into vocational education . Drawing on a semester-long, project-based
…
Keywords:
Digital literacy
vocational education and training (VET)Sustainable development goals (SDGs)
game design in education
student agency
transformative pedagogy
1 Citations
10.1111/ejed.70333
Source:
Nursing and Health Sciences
(2025)
“Philosophectomy”—the systematic removal of philosophy from health curricula—is our core concept. This intellectual amputation disarms future professionals, unpreparing them for the ethical and existential challenges posed by AI and advanced technology in healthcare. Reintegrating philosophy is key to preserving humanistic healthcare practice. © 2025 John Wiley & Sons Australia, Ltd.
“Philosophectomy”—the systematic removal of philosophy from health curricula—is our core concept. This intellectual amputation disarms future professionals, unpreparing them for the ethical and existential challenges posed by AI and advanced technology in healthcare. Reintegrating philosophy is key
…
Keywords:
Artificial intelligence
adult
human
Humans
vocational education artificial intelligence
curriculum
ethics
technology
Australia
education controlled study
health practitioner
health care personnel
Health Personnel
ethics
health professional education
narrative medicine
philosophy
health care practice
narrative medicine
note
philosophy
humanism
0 Citations
10.1111/nhs.70263
Source:
European Journal of Education
(2025)
This study examines the impact of high-impact practices (HIPs) on non-cognitive skill development among vocational college students, a relatively understudied area. Using data collected from 7274 students across three vocational colleges in China in 2022, this study employs a cross-sectional survey design and applies advanced methods such as Coarsened Exact Matching (CEM) and Structural Equation Modelling (SEM) to confirm the significant positive effects of HIPs on non-cognitive skills including communication, problem-solving and innovation among vocational college students. The study also reveals important differences across groups, showing that students from vocational high schools, Han ethnicity and higher academic ranks benefit most. Crucially, teacher-student and student–student interactions are identified as key mediators that strengthen HIPs' impact. These findings challenge traditional views of vocational education and highlight the value of HIPs in fostering well-rounded student development. The results offer valuable guidance for policymakers and educators to integrate HIPs into vocational curricula, improving graduates' employability and adaptability. This research provides fresh insights and a strategic framework for advancing vocational education reform in China and beyond. © 2025 John Wiley & Sons Ltd.
This study examines the impact of high-impact practices (HIPs) on non-cognitive skill development among
vocational college students, a relatively understudied area. Using data collected from 7274 students across three
vocational
Keywords:
high-impact practices
non-cognitive skills
student–student interaction
teacher-student interaction
vocation college students
0 Citations
10.1111/ejed.70343
Source:
International Journal of Evaluation and Research in Education
(2025)
In the context of Vietnam’s rapidly changing labor market, understanding the work values of youth has become essential for effective career guidance. By using a quantitative method to examine the work values of high school students in Vietnam, with a particular focus on the impact of gender differences. A sample of 544 students (327 female, 217 male) completing the work value questionnaire (WVQ), a validated instrument that underwent reliability testing and exploratory factor analysis (EFA) to ensure robustness. The WVQ, using a Likert scale from 1 to 5, assessed values including power (POW), benevolence (BEN), self-direction (SDI), tradition (TRA), and stimulation (STI). The results revealed that BEN and POW are dominated, with female students showing a greater inclination toward social values and self-assertive roles than male students do. BEN is received the highest mean score (4.09), followed by POW (4.03), while SDI, TRA, and STI are scored lower. These findings highlight the importance of aligning educational and career guidance programs with students’ core values, taking gender differences into account to create a supportive, inclusive environment for career decision-making. This research offers valuable insights for educators and policymakers, informing the development of vocational education strategies that are ensured by the diverse work value orientations of students. © 2025 Institute of Advanced Engineering and Science. All rights reserved.
In the context of Vietnam’s rapidly changing labor market, understanding the work values of youth has become essential for effective career guidance. By using a quantitative method to examine the work values of high school students in Vietnam, with a particular focus on the impact of gender differen
…
Keywords:
High school students
Perception
Perspectives
Quantitative study
Work value
0 Citations
10.11591/ijere.v14i6.32951
Source:
Discover Education
(2025)
The integration of digital technology into Technical and vocational education and Training (TVET) institutions is critical for developing workforce preparation and matching educational outcomes with changing industry needs. This study, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Activity Theory, examines the factors and barriers of technology adoption at five TVET institutions in Sheger City, Ethiopia. Quantitative data was gathered from 413 participants to examine fundamental UTAUT variables, including performance expectancy related to the perceived advantages of technology for learning results, such as the Certificate of Competence (COC) test. Effort expectancy was assessed in terms of how easy respondents find it to use digital technologies. Social influence was considered from the perspective of teachers’ readiness to incorporate technology into their teaching. Lastly, facilitating conditions, including support from management, were analyzed to understand how they impact the acceptance and use of technology within these institutions. Activity Theory contextualizes the findings by examining the dynamic interaction of students and instructors, tools (digital technologies), communities (TVET institutions), and rules (curriculum and policy frameworks), revealing systemic tensions that impede effective integration. Adoption percentages vary greatly, ranging from 81% at Sebeta TVET College to 61% at Sululta TVET College, reflecting differences in institutional preparation. Challenges include poor infrastructure (identified by 67.8% of respondents), limited access to industry-standard software, and a lack of digital literacy, all of which have a direct influence on the mediating tools and community support structures. Logistic regression reveals that institutional affiliation and field of study have a substantial impact on student performance in the COC test, although gender and internet access had little influence. Technical disciplines, such as automotive and construction technology, have significant integration issues, indicating deeper conflicts within the activity system and a lack of alignment between curriculum and technological instruments. The study underlines the value of institutional (management) support, focused instructor training, and curriculum-industry alignment in improving enabling conditions and resolving systemic inconsistencies in technology integration. Recommendations include strategic infrastructure investments, extensive digital literacy campaigns, and regulatory and policy reforms to harmonize the activity system’s components to best suit these TVETs toward technology integration. These findings add to the wider discussion of digital transformation in TVETs, providing a theoretically supported framework for policymakers and educators looking to maximize technology-mediated vocational trainings. © The Author(s) 2025.
The integration of digital technology into Technical and vocational education and Training (TVET) institutions is critical for developing workforce preparation and matching educational outcomes with changing industry needs.
…
Keywords:
Technology integration
TVET
Digital literacy
Infrastructure
0 Citations
10.1007/s44217-025-00949-x
