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Classroom engagement is a critical factor for evaluating students' learning outcomes and teachers' instructional strategies. Traditional methods for detecting classroom engagement, such as coding and questionnaires, are often limited by delays, subjectivity, and external interference. While some neural network models have been proposed to detect engagement using video data, they generally rely on fixed feature combinations, which fail to capture the logical connections and temporal dynamics of engagement.To address these challenges, this article introduces the MSC-Trans Engagement Detecting Network, a temporal multimodal data fusion framework that integrates a convolutional neural network (CNN) and a multilayer encoder–decoder structure. The proposed network includes two key components: first, a multilabel classifier based on ResNet and Transformer, which embeds labels into image features extracted by the CNN for high-precision classification through background inference, second, a temporal feature fusion module, which leverages an encoder–decoder structure to integrate multimodal features over time, enabling stable tracking of classroom engagement. Meanwhile, this open framework allows users to freely select feature combinations for temporal fusion based on specific scenarios and needs.The MSC-Trans Engagement Detecting Network was validated on the DAiSEE dataset, augmented with real classroom data. Experimental results demonstrate that the proposed method achieves state-of-the-art performance in continuous engagement tracking metrics, with flexible and scalable feature selection. This work offers a robust and effective approach for advancing engagement detection in educational settings. © 2008-2011 IEEE.

Background/purpose. This analysis aims to determine the mapping of the application of the project-based learning (PjBL) model to design learning needs according to the learning environment in vocational high schools (VHS). Research trends of PjBL in vocational schools, subject mapping of PjBL, opportunities for appropriate PjBL studies, and recommendations for future implementation of PjBL in vocational schools. Materials/methods. The study used bibliometric analysis through searching the Scopus database. Data analysis was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) 2020 method, assisted by VOS viewer display. There were 337 articles according to the categories in the Scopus data, only 44 articles were analyzed based on the PRISMA method. Results. The findings state that the application of PjBL in the education sectors of physical science, information systems, automotive and machinery. VHS has competencies in other fields such as maritime, tourism, agriculture, and others. Competency integration applying PjBL is dominant in the higher education, training, academy and research sectors. Vocational high schools have not yet implemented subject integration. Expertise competencies in VHS have not been fully supported as graduate competency outcomes by general subjects. Conclusion. It is necessary to disseminate and study PjBL in competencies in other fields, along with the application of PjBL integrated with two or three subjects in VHS. Examples of integration of subjects to achieve full competence are skills, English and math. Encourage vocational schools to integrate subjects in the learning process. Integration of learning in the form of product projects by subject teachers collaboratively. © The Author(s), 2025.

The article updates the problem of developing digital skills in future teachers of specialized and vocational training. The possibilities of using informal education to solve this problem are identified. The need for developing modern digital skills of future teachers of specialized and vocational training based on competency-based, integrated, context-oriented and multimodal approaches is substantiated. During the experiment, a phased formation of digital skills is carried out: at the preparatory, project, training and final stages. The main task of the preparatory stage is to familiarize students with the features of using digital technologies, the structural components of digital skills and indicators of their formation. All students during their studies at the university take a course on the theoretical foundations of us ing digital technologies in education. At the project stage, the main task is to develop the ability of future teachers to professional self-management. Students of the experimental group additionally participate in a workshop and independently develop personal programs for the development of digital skills in the context of informal education. At the training stage, students of the experimental group implement these programs. At the final stage, students of the control and experimental groups perform creative work. Feedback on personal programs is provided by experts from among university teachers and practicing teachers. In the process of experimental work, the effectiveness of the development of digital skills in the context of informal education of future teachers is tested. The use of digital technologies is presented at three levels: household (low), user (medium), professional (high). The experiment shows the feasibility of using personal programs for informal education. Generalization of the results of the experimental work demonstrates the advantages of informal education in the formation of digital skills of future teachers of specialized and professional education. © 2025, Adam Marszalek Publishing House. All rights reserved.

Virtual reality (VR) tools represent current interactive computerized simulation tools. The application of VR can provide immersive simulations by facilitating hands-on exploration and analysis, fostering a deeper understanding of complex phenomena. VR can also permit the development of competencies in different contexts, such as in education. This article investigates the potential of VR as an educational tool at two educational levels in Chile: high school and university students. Given the positive experience results, this article aims to generalize in academic contexts about how the implementation of VR can support learning in the academic field and analyze the associated benefits and challenges. The experimental study was carried out with groups of students from the two educational levels, applying a standard instrumental model to identify VR's advantages and limitations concerning improving students' learning, participation, and motivation to continue learning with similar experiences. We highlight that the results obtained provided valuable information for understanding the impact of VR in education and offering recommendations for its effective implementation in educational settings. The primary limitation of this study is the existing hardware limitations that prevent this experience from being repeated in other academic settings. However, technology has reduced costs and is more accessible than before. Concerning the students' experience, they expressed their satisfaction and motivation regarding experiencing VR and related learning. Hence, without a doubt, VR represents a transformative tool in education. © 2025 IEEE.

This article develops an empirical typology of traditional and non-traditional students in a university degree program with non-selective academic access and with a wide range of alternatives for financing their studies. The data come from an analysis tool applied to the Social Work degree program at a Chilean university. Based on dummy variables, a cluster analysis was carried out (using k-medians) and the results showed five clusters presenting a complex composition related to the heterogeneity of the student body in a highly overcrowded university system, where the variables concerning the age of access to the university and the performance in work activities do not determine the conformation of the subsets; this setting implies a challenge for the institution implementing academic processes centered on the diversity of actors as a paradigm of teaching and learning. © 2025 Consejo Mexicano de Investigacion Educativa. All rights reserved.

The aim of this article is to provide an analysis and synthesis of how the policy trend of competence-based education (CBE) has been transforming curriculum policy into competence-based curricula (CBC) in pre-university education in different parts of the world for the last three decades. Based on a systematic research review covering 1997–2022, the analysis and synthesis present how the policy movement is not reducible to any singular account but rather is to be understood as a dynamic interplay of transnational and national adaptations, which also have changed in character over time. The recontextualization of CBE-reforms has changed as the ‘social imaginary’ of the challenges facing education and clusters of ideas with different underpinnings has evolved. In addition to the thematic analysis of how research on the CBE/CBC policy and implementation of (key) competences has altered public outlooks on the future of schooling, five visions of CBE/CBC–‘as a curriculum policy discourse’, ‘as a curriculum policy recommendation’, ‘as curriculum add-on’, ‘as operationalized into learning outcomes’, and ‘as curriculum-transformative’–are identified and outlined. It is concluded that the future-oriented competence education approaches promoted transnationally became socially performative through adoption of CBC reforms nationally. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Gamification has emerged as a promising strategy to enhance engagement and learning outcomes in education. However, its adoption in developing countries faces persistent challenges. This study systematically reviews 43 research articles to identify key barriers to gamification adoption and provides new insights into their underlying causes. The findings highlight specific cultural misconceptions, such as the perception of gamification as mere entertainment rather than an educational tool, alongside language barriers and resistance to non-traditional teaching methods. Technological barriers, including limited access to digital devices, high costs, and low digital literacy, further hinder adoption. Institutional challenges, such as rigid curricula, insufficient teacher training, and a lack of supportive policies, exacerbate these issues. Unlike previous studies, this research not only categorizes these barriers but also provides a framework for addressing them. Specific policy recommendations include integrating gamification into national education strategies, subsidizing digital infrastructure, and designing teacher training programs focused on gamified pedagogy. By advocating for localized and context-sensitive gamification strategies, this study offers practical insights for educators, policymakers, and technology developers. © The Author(s) 2025.

Background: The value of Problem-based learning (PBL) in the teaching and learning of mathematics is internationally acknowledged. Its anticipated effectiveness in developing students’ professional knowledge and transferable skills has led many nations to advocate for its inclusion in the mathematics curriculum. However, there are challenges in implementing PBL which have, to date, received little research attention. Purpose: The review reported in this paper aimed to identify the key principles of PBL, the conditions for its effective implementation, and the challenges related to its implementation practices. It included 56 articles derived from searches of educational databases (Scopus, ERIC, EBSCOhost, and ProQuest) and reference harvesting. Method: The relevant papers were identified by applying the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework. This approach incorporated a search and screening strategy based on keywords and specific eligibility criteria. To be included, items must have been peer reviewed, relevant to secondary school mathematics, and published within the date range 2020–2023. Data were analysed thematically, via MAXQDA qualitative research analysis software. Findings: The analysed articles revealed several conditions for the effective implementation of PBL. These included factors related to student self-regulation; school organisation and climate; social influences, including peer relationships; and teacher motivation and feedback practices. A range of challenges were also identified at both the teacher and student levels. For teachers, these related particularly to moving from the role of instructor to facilitator, and for students, to specific teamwork and self-regulation challenges. Conclusion: The PBL principles and conditions identified through this review can potentially serve as a benchmark for effective PBL implementation in the teaching and learning of mathematics in schools. Teachers may wish to consider some of the identified methods of integrating PBL into their instructional practices. © 2025 NFER.

This article conducts a bibliometric analysis on gender disparities in STEM (Science, Technology, Engineering, and Mathematics), with a particular focus on Engineering. Despite the increase in graduation rates among women, their representation in these fields remains low. The research examines the most relevant scientific contributions published between 2015 and 2023 on women’s participation in STEM, based on an analysis of the 200 most cited articles. The analysis was conducted in two main phases: content analysis and network analysis. In the content analysis, key trends and challenges faced by women in STEM and Engineering were identified, with emphasis on education, inclusion, diversity in the professional environment, gender inequality, and career support policies. The network analysis, conducted using the VoSviewer software, revealed clusters of relevant keywords such as “gender equality,” “women in STEM,” and “diversity,” allowing the identification of priority areas for future research and interventions. The results point to the need for interdisciplinary approaches to overcome the structural and cultural barriers that still limit women’s participation in these fields. The analysis revealed that adapting educational practices, professional support policies, and mentoring programs are essential to improve the retention and success of women in STEM. The research also highlighted the importance of addressing racial and gender inequalities, suggesting that public policies and institutional actions need to be more effective in promoting equity. The study concludes that, to foster greater diversity and inclusion in STEM, ongoing collaboration between academia, institutions, and governments is essential. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Introduction: This short report introduces an application of curriculum mapping in a postgraduate health professions continuing education setting. Our focus is on the Health Professions Education Evaluation and Research (HPEER) Advanced Fellowship Program, a national interprofessional 2-year program offered through the Department of Veterans Affairs. Methods: We designed an Excel-based tool to align HPEER domains and competencies with curricular elements. An interprofessional team conducted an independent review of the curricula, ensuring consistency and accuracy in the mapping. Discrepancies were reconciled to maintain consistency. Results: The pilot use of the curriculum mapping tool showed that all planned competencies appeared in at least two sessions per year, with each competency appearing a median of six times. The curriculum featured a balance of didactic and interactive sessions, ensuring diverse learning experiences. Discussion: Our curriculum mapping tool demonstrates a program-wide approach, enabling program leaders to oversee the comprehensive alignment of educational content with fellowship goals. This approach enhances transparency and stakeholder engagement, offering a fresh perspective on curriculum mapping in postgraduate interprofessional education. Our method demonstrates significant potential for quality enhancement in various continuing education settings and demonstrates that CM need not rely on complex digital platforms to be effective. © This material is published by permission of the Health Professions Education, Evaluation and Research Advanced Fellowship Coordinating Center, operated under the Department of Veterans Affairs under Grant No. #3HPECCD2020. The US Government retains for itself, and others acting on its behalf, a paid-up, non-exclusive, and irrevocable worldwide licence in said article to reproduce, prepare derivative works, distribute copies to the public, and perform publicly and display publicly, by or on behalf of the Government.