Search Results (179)

The rapid expansion of private universities in the past a few decades has created a unique sector in Chinese higher education system. Unlike public research-oriented institutions, Chinese private universities are tuition-dependent, resource-constrained, and primarily vocation-oriented. Lacking the prestige of academics, the campus physical environment in these institutions becomes a key strategic asset for student recruitment, retention, and performance. However, academic research addressing these contexts remains scarce. This study aims to develop a reliable measurement tool—the University Campus Environment Satisfaction Scale (UCESS)—specifically tailored to assess student satisfaction with the physical environment in Chinese private universities. Based on 1050 valid questionnaires from 4 representative universities in Guangdong province, exploratory and confirmatory factor analyses revealed a hierarchical structure comprising 10 first-order factors and 3 second-order dimensions: (1) Safety and accessibility; (2) Core living and learning environment; and (3) Developmental and amenity resources. The findings reveal that students in Chinese private universities prioritize tangible living, teaching and safety conditions over higher-level developmental amenities, reflecting a layered satisfaction logic. Furthermore, this study demonstrates the differentially weighted relationships between campus elements and overall campus satisfaction, providing administrators with a scientific diagnostic tool to optimize resource allocation and implement student-centered planning strategies. Full article

Within the global sustainable development agenda, Sustainable Development Goal 4 (SDG 4) highlights improving the accessibility, quality, and learning experience of technical and vocational education and training (TVET). In China, students in vocational colleges often face greater disparities in academic preparation and access to educational resources than their peers in general higher education. Although artificial intelligence (AI) can provide additional learning support and help mitigate such inequalities, there is little empirical evidence on whether and how Gen-AI usage is associated with vocational students’ learning experiences and emotional outcomes, particularly academic anxiety. This study examines how Gen-AI usage is related to academic anxiety among Chinese vocational college students and explores the roles of class engagement and teacher support in this relationship. Drawing on Conservation of Resources (COR) theory, we analyse survey data from 511 students using structural equation modelling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). The SEM results indicate that Gen-AI usage is associated with lower academic anxiety, with class engagement mediating this relationship. Teacher support for Gen-AI usage positively moderates the association between Gen-AI usage and class engagement. The fsQCA results further identify several configurations of conditions leading to low academic anxiety. These findings underscore AI’s potential to enhance learning quality and experiences in TVET and provide empirical support for advancing SDG 4 in vocational education contexts. Full article

Introduction: Personality disorders are enduring, maladaptive patterns that impair social and vocational functioning. The DSM-5 Alternative Model for Personality Disorders (AMPD) distinguishes Criterion A (personality functioning: identity, self-direction, empathy, intimacy) from Criterion B (maladaptive trait domains: negative affectivity, detachment, antagonism, disinhibition, psychoticism). We frame this study within Criterion B, supporting the use of a dimensional approach that complements (rather than replaces) normative models like the Five-Factor Model (FFM) and addresses cross-cultural gaps amid Saudi Arabia’s rapid sociocultural change such as the reforms associated with Vision 2030. Given Saudi Arabia’s collectivist orientation and evolving sociocultural norms under Vision 2030, the dimensional approach of the AMPD Criterion B offers a culturally sensitive lens for capturing personality pathology beyond Western-centric diagnostic models. Aim: We aimed to examine how PID-5-BF maladaptive trait domains vary across key sociodemographic factors in Saudi adults. Subjects and Methods: This was a quantitative, cross-sectional analytical study conducted among Saudi adults using the PID-5-BF Convenience sampling was performed via the dissemination of an online survey; we aimed for 377 participants and obtained 343 completed responses (~91% of the target sample). For trait assessment, we used the PID-5-BF; analyses compared domains across sociodemographic groups. Results: Females showed a higher negative affect; participants ≤ 30 years exhibited higher psychoticism than those >40; and single individuals reported lower detachment and psychoticism than their married peers. Conclusions: Gender, age, and marital status are associated with differences in maladaptive trait expression, supporting the need for culturally tailored screening and interventions in Saudi mental health services. These findings should be interpreted with caution given the fact that WhatsApp-based convenience sampling was used, which may bias the results as the respondents were more likely to live in urban areas, be educated, and be technologically proficient. Full article

Academic engagement is a multidimensional construct encompassing students’ cognitive, emotional, and behavioral investment in learning. This study examines the levels and predictors of academic engagement among 390 students enrolled in the Master’s in Secondary Education Teacher Training at the National University of Distance Education (UNED, Spain). Using the Utrecht Work Engagement Scale-Student (UWES-S) and a quantitative, cross-sectional, and correlational design, the research explores associations between engagement and sociodemographic and motivational variables. Results indicate moderately high engagement levels, with dedication emerging as the most salient dimension, followed by absorption and vigor. Engagement correlated positively with age and was slightly higher among women, while vocational motivation stood out as the strongest differentiating factor. Prior teaching experience showed no significant influence. The findings highlight the importance of fostering purpose, professional meaning, and identity in initial teacher education—particularly in distance learning contexts—and suggest practical implications for designing supportive pedagogical environments that sustain students’ motivation and academic commitment. Full article

The rapid transformation of the 21st-century labour market requires students to be highly psychologically adaptable, especially in dual education systems where academic and work-based learning occur simultaneously. This study examines resilience as a psychological and pedagogical protective factor among students in dual vocational education and dual higher education programmes. Using a quantitative research design with validated scales measuring resilience, motivation, satisfaction, and stress, the research investigates how individual and contextual factors influence students’ adaptability. The results showed that vocational education and training students exhibited greater resilience, greater learning satisfaction, and lower levels of stress than those in higher education. Regression analysis confirmed that resilience positively contributes to academic success, while supportive mentoring and a structured learning environment enhance emotional stability and motivation. The analysis highlights that autonomy and pressure to perform are associated with higher levels of stress in higher education, underscoring the critical role of mentorship and peer support in improving adaptability. These findings emphasise that resilience is not only an individual capacity, but also a pedagogical and organisational construct; its systematic development should be integrated into the dual education framework to support student well-being, learning effectiveness, and long-term professional adaptation. Full article

Set in the vocational education and training sector in England, this article draws attention to how top-down, centre–periphery approaches to curriculum design and development in vocational education fail for at least three reasons. First, they misconstrue the nature of knowledge. Second, they lead to perfunctory and fragmented approaches to curriculum design, coupled with mechanistic measures of quality and achievement, which often require little more than “one-off” and superficially assessed demonstrations of performance. Finally, they underplay the role and importance of the teacher as researcher and artist in putting the cultural resources of society to work in creative curriculum design and pedagogy. Teacher artistry is pivotal in animating and heightening the vitality of vocational curricula. It is through this artistry that teachers make theories, ideas and concepts in vocational subjects and disciplines accessible and meaningful to all learners in coherent ways in the contexts of their learning and their lives. The consequences of the epistemic faux pas underpinning centre-to-periphery models of curriculum design and development are highlighted in this article in vocational tutors’ accounts of experiences of problems and issues in curriculum design, development and assessment encountered in their practice. Participants in the research teach in a variety of vocational education settings, including Apprenticeships and Higher-Level Technical Education; English Language at General Certificate of Secondary Education (GCSE) level; Health and Social Care; Information and Communications Technology; Construction (Plumbing); Digital Production, Design and Development and High-Tech Precision Engineering. Data are analysed and reported through systematic, thematic analysis This article draws upon qualitative data derived from a study funded by the Education and Training Foundation (ETF) in England over a two-year period from 2021 to 2023. The research population consists of a group of eight practitioner–researchers working in three colleges of Further Education (FE) and one Industry Training Centre (ITC) in England. All of the teachers of vocational education reported here volunteered to participate in the study. Research methods include semi-structured interviews, analysis of critical incidents and case studies produced by practitioner–researchers from across the FE and Skills sector in England. Full article

While blended learning facilitates digital literacy development, the specific design models and student factors contributing to this process remain underexplored. This study examined the relationship between various blended learning design models and digital literacy skill acquisition among 106 upper-secondary Vocational Education and Training (VET) students. Relationships among student activities, digital competencies, and prior blended learning experience were analyzed. Engagement in collaborative, task-based instructional designs—specifically collaborative projects and regular quizzing supported by digital tools—was positively associated with digital competence. Conversely, passive participation in live sessions or viewing pre-recorded videos exhibited a comparatively weaker association with competence development. While the use of virtual/augmented reality and interactive video correlated positively with digital tool usage, it did not significantly predict perceptions of online safety or content creation skills. Students with prior blended learning experience reported higher proficiency in developmental competencies, such as content creation and research, compared to their inexperienced peers. Cluster analysis identified three distinct student profiles based on technical specialization and blended learning experience. Overall, these findings suggest that blended learning implementation should prioritize structured collaboration and formative assessment. Full article

The article discusses the challenges faced by primary and secondary school students in North Macedonia, focusing on the availability of textbooks for those receiving instruction in minority languages. Although some materials are available for download on the E-učebnici platform operated by the Ministry of Education and Science, this does not encompass all didactic resources required for instruction. Cataloging of the materials on the platform reveals that while electronic versions of many textbooks in Macedonian are freely accessible, students studying in Albanian (a co-official language) and minority languages such as Turkish, Bosnian, and Serbian have considerably fewer digital resources. The data indicate that disparities begin from the fifth grade and widen in higher grades, with Bosnian- and Serbian-speaking students particularly disadvantaged. In vocational education, Macedonian-speaking students have the broadest access to electronic materials, while Albanian and especially Turkish speakers have far fewer options, and no digital textbooks are available in Serbian. The analysis demonstrates that a semi-official hierarchy of languages persists within North Macedonia’s educational system, privileging Macedonian and, to a lesser extent, Albanian, while marginalizing other minority languages both institutionally and technologically. The article concludes by outlining the challenges and implications of implementing digital resources as a means to address linguistic inequality in education. Full article

Background/Objectives: School violence represents a significant concern for educational communities worldwide, affecting student well-being and academic development. While prior research has documented prevalence rates and risk factors, limited studies have examined social–cognitive factors associated with antisocial behavior specifically within vocational education contexts using integrated analytical approaches. This exploratory cross-sectional study examined social–cognitive factors—specifically self-reported attitudes about aggression norms, prosocial attitudes, and school climate perceptions—associated with violence-supportive attitudes among Greek vocational students. Methods: A cross-sectional design employed validated self-report instruments and traditional statistical methods. The sample comprised 76 vocational high school students (38.2% male; ages 14–18; response rate 75.2%) from one school in Patras, Greece. Validated instruments assessed attitudes toward interpersonal peer violence (α = 0.87), peer aggression norms across four subscales (α = 0.83–0.90), and school climate dimensions (α = 0.70–0.75). Analyses included descriptive statistics, Pearson correlations with bootstrapped confidence intervals, MANOVA for multivariate group comparisons, independent samples t-tests, propensity score matching for urban–rural comparisons, polynomial regression for developmental patterns, and path analysis for theoretical model testing. Results: Strong associations emerged between perceived school-level and individual-level aggression norms (r = 0.80, p < 0.001, 95% CI [0.71, 0.87]), representing one of the strongest relationships documented in school violence research. Violence-supportive attitudes demonstrated inverse associations with prosocial alternative norms (r = −0.37, p < 0.001, 95% CI [−0.55, −0.16]). Significant gender differences emerged for teacher–student relationships (d = −0.78, p = 0.002), with females reporting substantially more positive perceptions. Propensity-matched urban students demonstrated higher aggression norm endorsement compared to rural students across multiple indicators (d = 0.61–0.78, all p < 0.020). Polynomial regression revealed curvilinear developmental patterns with optimal teacher relationship quality during mid-adolescence (ages 15–16). Path analysis supported a sequential association model wherein school-level norms related to individual attitudes through prosocial alternative beliefs (indirect effect β = −0.22, p = 0.002, 95% CI [−0.34, −0.11]). Conclusions: This preliminary investigation identified social–cognitive factors—particularly normative beliefs about aggression at both individual and environmental levels—as strongly associated with violence-supportive attitudes in Greek vocational education. The exceptionally strong alignment between school-level and individual-level aggression norms (r = 0.80) suggests that environmental normative contexts may play a more substantial role in attitude formation than previously recognized in this educational setting. Gender and urban–rural differences indicate meaningful heterogeneity requiring differentiated approaches. Future research should employ longitudinal designs with multi-informant assessment and larger multi-site samples to establish temporal precedence, reduce method variance, and test causal hypotheses regarding relationships between normative beliefs and behavioral outcomes. Full article

Background: Kidney transplantation enables not only longer survival but also reintegration into professional and social life. Understanding the determinants of post-transplant employment is crucial for optimizing rehabilitation programs. Methods: A cross-sectional study was conducted between 2019 and 2021 among 94 kidney transplant recipients treated in two outpatient clinics. Data were collected using a structured interview and medical record analysis. Sociodemographic and clinical variables were assessed. Statistical analysis included chi-square tests, Spearman’s correlation, and logistic regression. All variables that demonstrated statistical significance in the univariate analysis were entered into the multivariate logistic regression model to identify independent predictors of post-transplant employment. A p-value < 0.05 was considered significant. Results: Prior to transplantation, 67.0% of patients were professionally inactive. After transplantation, 66.0% resumed employment, with 41.9% returning to work within six months. Return to work was positively correlated with higher education (p < 0.009), good financial status (p < 0.040), and longer time since transplantation (p < 0.001). Employment prior to transplantation, donor type, and duration of dialysis also significantly influenced outcomes. In the multivariate logistic regression, only marital status and place of residence remained independent predictors of return to work. Conclusions: More than half of transplant recipients successfully returned to work. Sociodemographic (education, marital status, financial situation, residence) and medical factors (dialysis duration, donor type, time since transplantation, prior employment) determined vocational reintegration. Further multicenter, longitudinal studies are needed to identify modifiable factors and design interventions enhancing post-transplant employability. Full article

Figurative language (metaphor, idiom, irony/sarcasm) is central to pragmatic communication but is frequently challenging for children and adolescents with autism spectrum disorder (ASD). A scoping review was conducted to map pedagogical and clinical interventions that target figurative-language skills in school-age learners with ASD and to summarize reported outcomes. Following a PCC (Population–Concept–Context) framework and PRISMA-ScR reporting, systematic searches were performed in ERIC and Google Scholar (2010–2025). Eligibility required an ASD sample (ages 5–18), an intervention explicitly addressing figurative-language comprehension, and empirical outcome data from educational or related practice settings. Seven studies met inclusion criteria: five targeting metaphors, one targeting idioms, and one targeting sarcasm/irony. Interventions were predominantly delivered one-to-one or in small groups and emphasized structured, explicit instruction with visual scaffolds and stepwise prompting. Across studies, participants demonstrated clear gains on trained items. Generalization beyond trained material was most often observed for metaphor and sarcasm interventions, particularly when instruction highlighted underlying semantic relations or cue-based pragmatic signals; by contrast, the idiom program yielded item-specific learning with minimal near-term transfer. Limited follow-up data suggested short-term maintenance where assessed. Reported variability across individuals was substantial, underscoring the influence of underlying structural-language skills and social-pragmatic demands. Overall, the evidence indicates that figurative-language skills in ASD are amenable to targeted intervention; effective programs tend to combine explicit teaching, visual supports, multiple exemplars, and planned generalization opportunities. Given small samples and methodological heterogeneity, further classroom-based trials with longer follow-up and detailed learner profiles are needed. The findings support integrating figurative-language goals within individualized education and speech-language therapy plans, while aligning instructional complexity with each learner’s linguistic and pragmatic profile. Full article

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models. Full article

Background: Displaced individuals endure challenges, including conflict, forced migration, family separation, human rights violations, limited access to essential services, and increased exposure to violence and abuse. These hardships significantly impact their mental health, often leading to heightened trauma-related symptoms. Methods: We used a cross-sectional correlational design in refugee camps, homes, and centers across Jordan and Spain. 200 refugees with confirmed status in the past ten years were recruited. Demographic data were collected via a demographic form, the PTSD-8 Inventory assessed traumatic symptoms, and data analysis included descriptive statistics, independent t-tests, one-way ANOVA, and Chi-square tests. Results: Most participants had a secondary education, were unemployed, and had low incomes. PTSD symptoms were prevalent, with rates of recurrent thoughts (63.5%), re-experiencing events (57.5%), nightmares (50.5%), sudden reactions (56.5%), activity avoidance (53.5%), avoidance of specific thoughts or feelings (56.5%), jumpiness (53.5%), hypervigilance (53.5%), feeling on guard (41.5%), and general avoidance (43.5%) rated from rarely to most of the time. All symptoms were significantly more frequent among refugees in Jordan than in Spain. Conclusions and Recommendations: Intrusive thoughts were more frequent among females, urban residents, and unemployed individuals. Avoidance behaviors were higher in married and unemployed individuals. Hypervigilance was more prevalent among females, married individuals, and those with lower incomes. Regionally, females and married individuals in Jordan exhibited more intrusive thoughts and avoidance. In Spain, intrusive thoughts and hypervigilance were more common among females and the unemployed. The findings highlight the urgent need for targeted mental health interventions, particularly in refugee camps like those in Jordan, where PTSD symptom rates were significantly higher. Programs should prioritize trauma-focused therapies, such as Cognitive Behavioral Therapy, while adopting gender-sensitive approaches to address the heightened vulnerability of women and unemployed individuals. Given the strong link between unemployment and symptom severity, livelihood support and vocational training should be integrated into psychosocial care. Policymakers in host countries like Jordan could benefit from adopting integration strategies similar to Spain’s, which may contribute to lower PTSD prevalence. Additionally, community-based awareness initiatives could improve early symptom recognition and access to care. Future research should explore longitudinal outcomes to assess the long-term impact of displacement and resettlement conditions on mental health. Full article

This paper reports a study conducting an in-depth analysis of the impacts of ethical training on the adoption of AI tools among computer science students in higher vocational colleges. These students will serve as the pivotal human factor for advancing the field of AI. Aiming to explore practical models for integrating AI ethics into computer science education, the research seeks to promote more responsible and effective AI application and therefore become a positive influence in the field. Employing a mixed-methods approach, the study included 105 students aged 20–24 from a vocational college in Guangdong Province, a developed region in China. Based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, a five-point Likert scale was used to evaluate the participants’ perceptions of AI tool usage based on ethical principles. The Structural Equation Modeling (SEM) results indicate that while participants are motivated to adopt AI technologies in certain aspects, performance expectancy negatively impacts their intention and actual usage. After systematically studying and understanding AI ethics, participants attribute a high proportion of responsibility (84.89%) to objective factors and prioritized safety (27.11%) among eight ethical principles. Statistical analysis shows that habit (β = 0.478, p < 0.001) and hedonic motivation (β = 0.239, p = 0.004) significantly influence behavioral intention. Additionally, social influence (β = 0.234, p = 0.008) affects use behavior. Findings regarding factors that influence AI usage can inform a strategic framework for the integration of ethical instruction in AI applications. These findings have significant implications for curriculum design, policy formulation, and the establishment of ethical guidelines for AI deployment in higher educational contexts. Full article

Vocational education and training (VET) plays a vital role in sustaining labour market competitiveness and supporting social cohesion, with vocational instructors holding a decisive role in transmitting occupational expertise and shaping the professional identity of future skilled workers. Although teacher motivation and professional identity have been widely examined, relatively little attention has been devoted to the role of personal resources in the education of vocational instructors. This study addresses this gap by analysing four cohorts of vocational instructor trainees at a Hungarian university between 2021 and 2024 (N = 221). Data were collected using the Values in Action (VIA) Inventory of Strengths, which measures 24 character strengths across six virtues, and analysed through descriptive statistics, cohort comparisons, correlation tests, and principal component analysis. The findings revealed a consistent profile dominated by fairness, kindness, love of learning, teamwork, and perseverance, reflecting a combination of ethical commitment, interpersonal sensitivity, intellectual curiosity, and resilience. Cohort-level comparisons indicated minor variations, such as stronger teamwork in 2022 and higher love of learning in 2023, while the correlation and Principal Component Analysis (PCA) confirmed that strengths clustered into broader constellations largely consistent with Peterson and Seligman’s six virtues. These results underscore the relevance of a strengths-based approach in vocational instructor education by showing how existing resources can support identity development, resilience, and long-term professional commitment, and point to the need for future longitudinal and multi-institutional studies. Full article