Search Results (251)

Against the backdrop of the global sustainable development agenda and China’s “dual carbon” strategy, vocational education confronts an urgent mandate to nurture talents with professional proficiency and sustainable literacy. Thus, this study innovatively employed the sand table simulation teaching method in the secondary vocational course “Engineering Bidding and Contract Management”, integrating sustainability principles such as green procurement and life cycle cost analysis within a structured “learning–thinking–acting–reflecting” framework. The study aims to empirically explore the impact of this approach on the sustainable practice capabilities of secondary vocational students. Using a single-group pretest–posttest design, a 16-week intervention was conducted with 40 students. Data were collected via questionnaires, interviews, observations, and professional assessments, analyzed via paired t-tests. The results show that the method significantly enhanced students’ sustainable practical competencies: all posttest dimension scores exceeded pretest scores (p < 0.05, Cohen’s d = 2.201). This study verifies the effectiveness of sand table simulation teaching method in sustainable education and expands its application to engineering secondary vocational courses. It also provides a situational and operational teaching paradigm and empirical support for the integration of vocational education with SDGs. Full article

Active methodologies place the student at the core of the teaching–learning process, with the teacher becoming a companion and guide. Among these methodologies, gamification is demonstrating great capacity to attract students and promote interest, being of particular relevance in STEM subjects. While gamification and Project-Based Learning (PBL) have been extensively studied independently, their integration into Vocational Education and Training (VET) computer science courses remains underexplored, particularly regarding approaches where students develop games themselves rather than merely incorporating game elements or playing serious games. This work presents a novel gamified PBL approach specifically designed for VET Programming education, with three distinctive features: (i) students develop a complete game based on graph theory and Object-Oriented Programming, with each student working under personalised conditions and constraints; (ii) a custom-developed software tool that simultaneously serves as a pedagogical scaffold for students to validate their solutions iteratively and as an automated evaluation platform for teachers; and (iii) empirical validation through action-research with first-year VET students, employing mixed-methods analysis including qualitative observations and descriptive quantitative comparisons. The approach was implemented with first-year Web Application Design students in the Programming subject, where students developed a game integrating graph theory algorithms, Object-Oriented Programming, and Markup Language. Despite the small sample size (10 students), qualitative observations and descriptive analysis indicated promising results, and grade distributions were comparable to those in more accessible subjects. Teacher diary observations, follow-ups, and questionnaires documented sustained engagement, peer collaboration, and strategic problem-solving throughout the project phase. These preliminary findings suggest that gamification through game development, particularly when supported by automated tools enabling personalised conditions and iterative validation, represents a promising approach for teaching and learning Programming in VET contexts. Full article

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

This study examines the profiles of secondary special education teachers regarding their readiness for inclusive teaching, with technology-enhanced practices operationalized through participation in STEAM-related professional development. A total of 323 teachers from vocational high schools and integration classes participated. Four indicators of professional preparation were assessed: years of teaching experience, formal STEAM training, exposure to students with special educational needs (SEN), and perceived success in inclusive teaching, operationalized as self-reported competence in adaptive instruction, classroom management, positive attitudes toward inclusion, and collaborative engagement. Cluster analysis revealed three distinct teacher profiles: less experienced teachers with moderate perceived success and limited exposure to students with SEN; well-prepared teachers with high levels across all indicators; and highly experienced teachers with lower STEAM training and perceived success. These findings underscore the need for targeted professional development that integrates inclusive and technology-enhanced pedagogy through STEAM and is tailored to teachers’ experience levels. By integrating inclusive readiness, STEAM-related preparation, and technology-enhanced pedagogy within a person-centered profiling approach, this study offers actionable teacher profiles to inform differentiated professional development in secondary special education. 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

This study examines patterns of Information and Communication Technology (ICT) use during leisure time among non-university students in the Autonomous Community of Andalusia (Spain) and explores their potential to inform environmental education initiatives. Two research questions guided the study: (1) Which devices and usage times characterize students’ digital leisure according to gender and educational level? (2) How can these patterns inform the design of contextualized environmental education actions? A cross-sectional quantitative study was conducted using a survey administered to 1251 students enrolled in Primary Education, Compulsory Secondary Education, Upper Secondary Education (Baccalaureate), and Vocational Training in the cities of Seville, Malaga, Cádiz, and Granada. The questionnaire, consisting of 49 items, assessed the use of television, tablets, mobile phones, computers, and video games during leisure time. Data were analysed using descriptive statistics, inferential analysis (ANOVA), and multivariate analysis (MANOVA). The results highlight the central role of the mobile phone as the dominant device across all educational stages, as well as significant age-related differences in the use of television, tablets, and video games. Gender differences were found only in the time devoted to video gaming. The main contribution of this study lies in providing updated empirical evidence on youth digital leisure within a specific geographical context, identifying opportunities to integrate digital resources into environmental education initiatives that are sensitive to educational stage and gender and aligned with sustainability goals. The use of ICTs is proposed to create interactive educational experiences that prepare students to address ecosocial challenges, promote sustainable development, and foster a stronger connection with the natural environment. 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

We examine how Technical and Vocational Education and Training (TVET) shapes the Quality of Economic Development (QED) amid rapid digitalization and the green transition. Using a balanced panel of 30 Chinese provinces (2013–2023), we construct a multidimensional, entropy-weighted QED index and combine two-way fixed effects with an instrumental-variables approach (regional graduate flows) to reduce endogeneity concerns. Mechanisms are traced via sequential-equation mediation with bias-corrected bootstrap inference, and funding nonlinearity is tested with a panel threshold model. We find a positive, robust TVET effect on QED. Two channels, entrepreneurial vitality and industrial structure upgrading, mediate a meaningful share of the impact. Effects are heterogeneous across space, with the strongest in the eastern provinces, moderate in the western provinces, and not statistically significant in the centre. Per-student funding exhibits dual thresholds: returns are negligible below the first cut-off (≈¥16,000) and rise sharply above the second (≈¥17,000), which helps explain regional disparities. Using established methods applied consistently across a long provincial panel, this study quantifies the strength and channels of the TVET–QED relationship and identifies funding levels associated with differential returns. 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

Teaching is among the most fulfilling yet psychologically demanding professions. Expanding administrative responsibilities, technological adaptation, and increasingly diverse student needs have intensified workloads and contributed to widespread burnout and attrition. For arts educators, these pressures are compounded by the challenge of sustaining multiple professional identities as an educator, researcher, and artist (ERA) within institutional systems. Grounded in Structural Symbolic Interactionism and Social Identity Theory, this autoethnographic inquiry examines how integrating these identities within a portfolio career can enhance professional efficacy and personal well-being. Using reflective narrative analysis framed through the perspective of the educator–researcher–artist, this study emphasizes identity security as central to sustaining creativity, engagement, and career longevity. Findings suggest that balanced engagement across artistic, pedagogical, and scholarly domains mitigates identity fragmentation and reduces the risk of vocational burnout. The article concludes with a call for institutional frameworks that legitimize creative and research activity as integral to educational practice. Supporting such multidimensional engagement enables educators to maintain authenticity, motivation, and resilience in contemporary learning environments. 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

The literature addresses Time Perspective and technology use among adolescents in various ways. However, the existing body of research remains limited, with gaps in both descriptive and comparative dimensions. Accordingly, this study aimed to describe and compare Time Perspective, the Use of ICT (Information and Communication Technologies) and Social Media, and Attitudes Towards Technology among adolescents, considering sex, type of course, and school year. The sample comprised 433 secondary school students aged between 14 and 19 years. Two instruments were employed: the Time Perspective Inventory (TPI) and the Media and Technology Usage and Attitudes Scale for Portuguese Youth (MTUAS-PY). Participants were generally more oriented towards the past; specifically, greater Future Orientation was observed among male students, while Past Orientation was more prevalent in regular-education courses, and a more Negative View of the Future was found among students in vocational courses. Smartphone Use emerged as the highest-scoring dimension within ICT and Social Media Use, whereas Accessibility and Ease received the highest scores in Attitudes Towards Technology. This study provides a nuanced overview of the secondary school adolescent population and identifies significant differences when considering academic tracks. These findings raise important considerations for future research, both in terms of factorial analysis and comparative approaches. Full article

In the context of museums’ transformation into active social agents, the Entre Luces (Between Lights) project, developed at the Pablo Gargallo Museum in Zaragoza, serves as a compelling example of accessibility understood as a shared cultural responsibility. Implemented within a listed heritage building, where structural modifications were not possible, the project deliberately shifted the focus from architectural accessibility to communicative, cognitive, and sensory dimensions, placing the quality of the cultural experience at the centre. The study employed a qualitative case study design based on document analysis, participant observation, and semi-structured interviews with museum staff, educators, and members of disability organisations. Through a participatory and iterative co-design process, curators, educators, vocational students, and disability organisations collaborated to develop inclusive solutions. People with disabilities were not regarded as passive users but as co-authors of the process: they contributed to the creation of tactile replicas, audio descriptions, sign language resources, braille, pictograms, and motion-activated audio systems. The project generated three main outcomes. It expanded cultural participation among people with diverse disabilities, enriched the sensory and emotional experience of all visitors, and initiated an institutional transformation that reshaped staff training, interpretive approaches, and the museum’s mission towards inclusivity. Entre Luces demonstrates that even small and medium-sized museums can overcome heritage constraints and promote cultural equity and social innovation through inclusive and sensory-based approaches. Full article