Search Results for
"deep learning"

The rapid development of technology has ushered in the era of Society 5.0, a digital-based innovation aimed at addressing the challenges of Industry 4.0. This study examines the policies of Islamic educational institutions in adapting to Society 5.0. The research employs a qualitative descriptive approach with a systematic literature review as its primary method, several platform were used as references such as Francis & Taylor (Routledge) and Science and Technology Index (SINTA). The findings indicate that Islamic educational institutions must prioritize three key areas to remain relevant and practical. First, educators must evolve into innovative facilitators who integrate technology and foster a dynamic learning environment. Second, the learning process should emphasize critical thinking, problem-solving, creativity, communication, and collaboration to equip students with 21st-century skills. Third, there is an urgent need to develop technology-based infrastructure, including digital learning tools and internet accessibility, to support a modernized education system. Government policies, such as the link and match system, play a crucial role in aligning education with industry needs, ensuring that graduates of Islamic institutions are competitive in the job market. However, challenges such as inadequate educational resources, outdated curricula, and limited technological infrastructure must be addressed. By embracing digital transformation and reforming education policies, Islamic educational institutions can enhance their role in shaping a technologically proficient generation deeply rooted in Islamic values. © 2026, Malque Publishing. All rights reserved.

The active participation of community college lecturers in architecture-related Continuing Professional Development (CPD) programs is essential to maintaining educational quality and aligning pedagogy with industry advancements. Despite this importance, many lecturers face significant challenges that limit their involvement. This study adopts a Systematic Literature Review (SLR) approach to examine existing research published between 2020 and 2024, sourced from the Scopus and Web of Science databases. A total of fifteen relevant articles were selected through a rigorous process involving identification, screening, eligibility assessment, and inclusion. Thematic analysis was conducted to uncover key issues affecting CPD engagement. The findings reveal persistent barriers, including limited resource access, time constraints, lack of institutional support, technological resistance, and inadequate digital skills. To overcome these challenges, the study offers several strategic recommendations: the development of CPD programs tailored to the unique needs of Technical and Vocational Education and Training (TVET) lecturers, enhanced collaboration between academia and industry, increased access to digital tools, and the establishment of institutional structures that promote innovation and lifelong learning. This review not only deepens the understanding of obstacles to CPD participation but also presents actionable, evidence-based strategies to support the professional development and instructional effectiveness of architecture lecturers in community colleges. The study concludes by advocating for future research to explore the impact of CPD engagement on lecturers’ competencies and student performance across diverse program models. © 2026, Malque Publishing. All rights reserved.

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.

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.

This article investigates the impact of authentic learning on student employability within postgraduate Human Resource Management (HRM) programme in New Zealand. Focusing on a consultancy project course at a large New Zealand university, the study examines how work-integrated learning, as a form of authentic learning, enhances employability through the lens of job crafting theory. Twelve former students participated in the study through interviews. Analysis of interviews and secondary data highlights the role of authentic learning in developing employability skills such as problem-solving, critical thinking and professional communication. The study underscores the importance of carefully designed authentic learning experiences in bridging the gap between academic knowledge and practical application, ultimately contributing to enhanced employability outcomes for graduates. Additionally, our research suggests that job crafting can be a valuable strategy for higher education institutions to enhance authentic learning experiences for HR students, thereby creating a more adaptable and future-ready workforce. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose – This study aimed to investigate the impact of ChatGPT on students’ self-efficacy, anxiety and motivation within blended learning environments. Design/methodology/approach – A correlational quantitative method was employed using the data collected through an online questionnaire distributed randomly to 293 science and engineering students from 2 state universities in South Sulawesi, Indonesia. Measurement analysis was conducted to assess instrument validity, and structural equation modeling (SEM) was used to examine the relationships between the constructs. Findings – The results indicate that self-efficacy and motivation significantly enhance student performance in blended learning, with the positive effect of self-efficacy moderated by ChatGPT. Although anxiety had a positive, though not significant, effect, the interaction between anxiety, motivation and ChatGPT still demonstrated a positive effect on learning performance. Research limitations/implications – This study highlights the moderating effect of ChatGPT on motivation, anxiety and performance, emphasizing the need to understand educational contexts and individual differences. The study was limited to a specific student population and a short duration of ChatGPT usage, potentially restricting generalizability. Future research should explore diverse educational settings, disciplines, long-term effects and qualitative methods to gain deeper insights. Originality/value – This study provides valuable new insights into the use of AI technology in education from the psychological perspective of students and offers practical implications for improving future learning strategies. © 2025 Emerald Publishing Limited

Introduction: Interprofessional education (IPE) improves outcomes for staff and patients, yet most pre-licensure training remains siloed. Simulation-based education (SBE) enhances clinical and communication skills, with particular benefit during transitions in training. While immersive simulation is costly, could integrating IPE and SBE at key transition points optimize its educational impact? This study explores how interprofessional simulation can support transitions to practice, and what unique value it can contribute to the learning experience. Methods: This phenomenological study explored medical students’ experience of an interprofessional SBE programme. Adopting a sequential, mixed-methods design, students were asked about their experiences of participating in interprofessional simulations using various data collection methods over their transition from pre-licensure to professional practice. Methods included surveys (n = 229), one-on-one interviews (n = 29), focus groups (13 participants) and 1-year follow up interviews (n = 7). The qualitative data from interviews and focus groups are reported here. Codes and meaning units were developed and then scrutinized to develop a nuanced understanding of how the elements of the interprofessional simulation experience intertwined and the impact this had on the students. Results: Three overarching themes were identified from the analysis and were explored in greater detail: realism, gaining confidence and learning to observe (noticing). Interprofessional SBE provides the realistic environment for a unique educational experience in which students develop skills of observing interprofessional clinical practice, and can gain confidence for the transition into that practice. The implications are that the time and effort invested in overcoming the obstacles to offering interprofessional SBE lead to learning outcomes that may not otherwise be achieved. The results are further discussed through three theoretical lenses: Meyer and Land's threshold concepts, Richards' interdependent agentic capabilities and Lave and Wenger's legitimate peripheral participation. Conclusion: Interprofessional simulation offers students immersive, emotionally resonant experiences that enhance confidence, professional identity, and integration into clinical teams. These simulations prompt reflection on future roles and foster deeper understanding of interprofessional dynamics. The study identifies specific attributes of simulation that meaningfully contribute to learning, extending current SBE literature. By using a qualitative lens, this research highlights the unique value of interprofessional SBE in preparing students for collaborative practice and the complexities of modern healthcare. © The Author(s) 2026.

This study presents a comprehensive literature review and policy analysis of Saudi Arabia’s Vision 2030 and its impact on the national education system. Guided by Institutional Theory and Implementation Science, it investigates the “implementation gap” between the ambitious policy goals and on-the-ground realities. The study synthesizes findings from peer-reviewed research, government reports, and scholarly analyses published between 2017 and 2025 to map the strategic reforms, evaluate their implementation challenges, and identify emerging opportunities. The analysis identifies three key empirical gaps: (1) persistent curriculum misalignment with labor market demands; (2) significant disparities in access exacerbated by inadequate infrastructure and teacher training; and (3) resistance to pedagogical change stemming from deeply rooted cultural norms. Crucially, it highlights the unintended consequences of rapid reform, including bureaucratic inefficiencies and the risk of cultural misalignment when adopting foreign models without sufficient localization. Key findings indicate that while significant progress has been made in infrastructure and policy formulation, sustained success hinges on overcoming implementation barriers. The most promising pathways involve leveraging technology for personalized learning (AI, VR/AR), fostering entrepreneurship education to drive economic diversification, and strengthening family and community engagement to create a holistic support ecosystem. The analysis concludes that achieving Vision 2030’s educational goals requires not just top-down policy but a fundamental cultural shift towards lifelong learning and data-driven decision-making, with equity and inclusivity as non-negotiable principles. © The Author(s) 2025.

The combination of knowledge and skill sets from robotics and Artificial Intelligence has proven as a powerful catalyst for students’ learning experiences, when applying available resources and knowledge acquired through vocational training. Within the Department of IT at an Austrian vocational high school, our students actively engage in projects that combine robotics and AI. Our diploma theses extend beyond mere classroom theory, allowing interested students to apply their knowledge in authentic, real-world scenarios in the form of thesis projects which span different engineering and IT disciplines. Our goal is to emphasize hands-on experiences and encourage our students to design, construct and program robots, even with the addition of AI technology, such as image recognition and classification trained for specific tasks. Through this practical immersion, our students gain a deeper understanding of robotics and AI, disciplines that are at the forefront of today’s technological innovation. We worked with two groups of students on interdisciplinary projects bridging the gap between robotics and AI and based on our students’ feedback found an increase in motivation to learn not only about the fields themselves, but also about related fields, from mathematical theory to better understand the intricate workings of AI algorithms to electronics and working with microcontrollers. Personal interviews with involved students have also pointed toward an increased motivation through the intense cooperation between the team members as well as the teachers responsible for supporting the project teams through their thesis projects. Projects connecting robotics and AI empower students to become adaptable, creative problem-solvers which is a crucial foundation for success in the twenty-first century. By fostering collaboration and critical thinking, while enhancing students’ technical skills and equipping them with the adaptability and creativity they require, this educational approach prepares students to thrive in a rapidly changing world where both disciplines play pivotal roles. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

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.