Search Results for
"Teaching"

This study explores the best responses expected of university-level TVET students during the 2022 Nigerian lecturers’ industrial action. It thus explored lecturers’ perceptions of the strike, their expectations of the students, activities, opportunities and challenges of university-level TVET (UL-TVET) students during the strike. Fifty-three face-to-face interviews were undertaken, and thematic content analysis was used to analyse the data. Interviewees comprise 17 lecturers (11 males and six females) and 36 final-year students (11 males and 25 females). From the data analysis, the following themes emerged as supposed best responses expected of the students in the face of the strike: extend students’ industrial work experiences (SIWES), continue teaching practice, learn/master a skill in one’s programme of study, and engage in personal development strides. Although the students generally complained about the TVET programme arrangement not giving them enough time to learn the supposed skills while in school, the number of students who utilised the 2022 extended industrial action for skill acquisition remains very low. Along with this observation, several challenges faced by university-level TVET students were identified as hindrances to the expectations of utilising the opportunity of the strike period. This study shows the opportunities available to students in the face of academic disruptions and highlights the need for proactive counselling and structured plans to leverage unexpected breaks. By following the findings, students can enhance their employability and resilience, turning disruptions into opportunities for personal and professional growth. © 2025 UCU.

This book gives an account of a recent study into the nature of teacher quality that moves beyond typical discussions of teacher impact on student results and into what it means to be a teacher. It describes how a range of different research methodologies were combined to design a process for research-informed examinations of teacher quality and the predictive validity of teaching performance assessments. The authors present qualitative and quantitative evidence that reveals how education stakeholders including teachers perceive what teacher quality is and what it might look like in the classroom. They aim to shift the discourse on this issue by changing the language we use to talk about teachers and what they do. In re-examining how we think about teachers, this work highlights the complex nature of defining teacher quality and what is required for successful engagement in the profession. Putting forth a new understanding of teacher quality, this is an essential resource for education academics and students, as well as teaching professionals. Further information about the study discussed in this book is available at https://www.sydney.edu.au/arts/our-research/research-projects/teacher-quality/whats-the-evidence.html. © 2025 selection and editorial matter, Rachel White and Alyson Simpson; individual chapters, the contributors.

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.

Competence-Based Didactic Approach (CBDA) supported students in developing their ability to integrate knowledge, skills, and attitudes. The study aimed to evaluate the effectiveness of CBDA in pediatric nursing education by establishing a CBD Model (CBDM) and examining the nursing students’ scores and grades. The exploratory sequential mixed methods research design was used to explore the CBDM and its effect on the students’ performance through their scores. Six hundred eighteen undergraduate nursing students were involved in the study. Purpose sampling was adopted to identify the CBDA impact on the nursing students score and grades. CBDM was established in parent and child nursing course to emphasize the application of didactic principles with nursing competencies. Study findings proved the highly nursing performance of CBDA among undergraduate nursing students’ scores and grade. The comparison of students’ scores between traditional and CBDA groups (two and three semester system) revealed highly statistically significant improvement (p < 0.001) which justified the research hypotheses of CBDA implementation. The total average of student scores increased from 84.54 ± 3.21 in the traditional group to 88.29 ± 1.59 in the CBDA groups. In addition to the improvement of communication skills which increased from 3.83 ± 0.36 in traditional groups to 5.88 ± 0.22 in CBDA groups. CBDA improved students’ performance by emphasizing their active participation in the learning processes through the application of didactic principles in the nursing education with clear plans that clarified teaching strategies and assessment methods. CBDM is more applicable in nursing courses and improve learning outcomes and curriculum design. © © 2025 Amal Murad and Eman Mater. Nursing Research and Practice published by John Wiley & Sons Ltd.

This position paper examines the implementation of Inquiry-Based Learning (IBL) in Information Technology (IT) education, focusing specifically on a first-year database unit. Traditional pedagogical approaches, which predominantly rely on lectures and textbooks, often hinder student engagement and motivation. The paper identifies the challenges inherent in current IT educational practices and proposes IBL as an effective pedagogical alternative. IBL fosters active learning and critical thinking, thereby enhancing students' grasp of real-world applications. The proposed trial of IBL in an introductory database course aims to assess both student outcomes and instructor experiences. The benefits of IBL, including increased student engagement and improved knowledge retention, are examined, as well as challenges related to time management, group dynamics, and technical issues. The paper concludes with a call for extended exploration and broader adoption of IBL methods in first-year IT courses, promoting a necessary shift in educational practices to address student needs better. © © 2025 by SCITEPRESS - Science and Technology Publications, Lda.

Background/purpose. As a developing country with a wide area, Indonesia often experiences problems with equal access and quality of learning, specifically in remote schools. To overcome these challenges, several studies have proposed using gamified mobile-based learning as an effective alternative. Therefore, this study aims to explore students’ responses, teachers’ experiences, and the challenges faced by implementing gamified mobile-based learning in schools. Materials/methods. The study procedures were conducted using a qualitative approach with focus group discussions comprising 12 teachers from 12 schools in 5 provinces in Indonesia. The data collected were then analysed using thematic analysis, which includes familiarisation with the data, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the final report or narrative. Results. The results showed that teachers implementing the technology received enthusiastic, enjoyable, and more engaged students’ responses. The teachers could also improve innovation and development as well as learning materials and media. However, technical and non-technical challenges were the main obstacles to implementing the approach. These results offer an alternative framework for teachers in implementing the approach in schools. Conclusion. In conclusion, the important results showed that gamified mobile-based learning could provide an alternative to improving students responses and teachers teaching quality in schools located in remote areas of Indonesia. This study also highlighted the importance of gamified mobile-based learning in improving teachers’ teaching quality. Teachers could improve learning innovation and development as well as learning materials and media. © The Author(s), 2025.

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.

With the rapid development of information technology, digital project-based learning (DPBL), as a new teaching method, is gradually changing the traditional education mode. This paper aims to explore the application strategy and effect of digital project-based learning in the construction of new excellent classrooms. First, this paper clarifies the definition and characteristics of digital project-based learning and emphasizes its importance in cultivating students’ innovative thinking, teamwork and problem-solving ability. This paper proposes a strategy for applying digital project-based learning in the construction of new excellent classrooms, including defining learning objectives, selecting appropriate digital tools and resources, designing challenging projects, promoting interdisciplinary integration, establishing collaboration and communication mechanisms, providing real-time feedback and guidance, evaluating and reflecting, cultivating digital literacy, integrating into real-world problems and continuously updating and optimizing. Finally, through case analysis, this paper shows the application effect of digital project-based learning in practical teaching and proves its important role in promoting the construction of new excellent classrooms. Research shows that digital project-based learning helps improve students’ learning experience, improve teaching effectiveness, and lay a solid foundation for students’ future development. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This paper proposed a study about applying the modern apprenticeship system on the higher IT education institutions for the high-quality training model of IT professional. This study is based on the authors’ previous works in the Changzhou College of Information Technology in the recent years. Based on the study, the authors proposed some comments: to build a modular curriculum system based on the concept of industry-school cooperation, with the aim of cultivating high-quality IT professional through collaborative efforts between schools and enterprises; to construct a trinity teaching model of “role-playing, learning guidance with the job, and group training,” forming a classroom teaching and practical teaching that combines engineering and learning and combines knowledge and action; and to implement the “Five in One” teaching evaluation model and form a scientific and reasonable diversified evaluation system. By constructing modular curriculum systems, optimizing teaching modes, and innovating teaching evaluation systems and other IT professional cultivation paths, we aim to enhance students’ comprehensive quality and abilities and cultivate high-quality IT professionals. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Student engagement is a well-established factor that impacts the achievement of learning outcomes in higher education and as such, it is being widely researched. This paper explores the efficacy of the Context Challenge Activity Feedback (CCAF) framework in an in-person classroom setting for third-year bachelor students in an Information Systems (IS) Security course. Adopting a quantitative research methodology, the study analyzes student surveys to evaluate the effect of the CCAF framework on aspects such as the applicability of course material to real-world scenarios, course structure and clarity, stimulation of intellectual curiosity, and overall student satisfaction. The findings reveal that a majority of students perceive the course material as highly relevant to real-world IS Security issues, indicating the framework’s effectiveness in contextualizing theoretical concepts. The course’s structure and content clarity were also well-received, with a majority of students reporting positive experiences, suggesting the framework’s success in creating a clear and engaging learning environment. However, responses regarding the stimulation of intellectual curiosity showed variability, highlighting the necessity for adaptive teaching methods to cater to diverse learning preferences. Overall, the study reports high levels of student satisfaction, underscoring the potential of the CCAF framework in enhancing learning experiences in IS Security within traditional classroom settings. The study contributes to the existing studies by providing empirical support for the application and efficacy of the CCAF framework in in-person higher education settings, particularly in a technical and rapidly evolving field like IS Security. The findings have significant implications for pedagogical practices, suggesting that innovative, student-centered approaches like CCAF can effectively enhance student engagement and educational experiences in higher education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.