Search Results (151)

This study develops and validates an artificial intelligence (AI)-assisted internship learning platform for automotive electronics based on the Llama 3 large language model, aiming to enhance pedagogical effectiveness within vocational training contexts. Addressing critical issues such as the persistent theory–practice gap and limited innovation capability prevalent in existing curricula, we leverage the natural language processing (NLP) capabilities of Llama 3 through fine-tuning based on transfer learning to establish a specialized knowledge base encompassing fundamental circuit principles and fault diagnosis protocols. The implementation employs the Hugging Face Transformers library with optimized hyperparameters, including a learning rate of 5 × 10⁻⁵ across five training epochs. Post-training evaluations revealed an accuracy of 89.7% on validation tasks (representing a 12.4% improvement over the baseline model), a semantic comprehension precision of 92.3% in technical question-and-answer assessments, a mathematical computation accuracy of 78.4% (highlighting this as a current limitation), and a latency of 6.3 s under peak operational workloads (indicating a system bottleneck). Although direct trials involving students were deliberately avoided, the platform’s technical feasibility was validated through multidimensional benchmarking against established models (BERT-base and GPT-2), confirming superior domain adaptability (F1 = 0.87) and enhanced error tolerance (σ² = 1.2). Notable limitations emerged in numerical reasoning tasks (Cohen’s d = 1.15 compared to human experts) and in real-time responsiveness deterioration when exceeding 50 concurrent users. The study concludes that Llama 3 demonstrates considerable promise for automotive electronics skills development. Proposed future enhancements include integrating symbolic AI modules to improve computational reliability, implementing Kubernetes-based load balancing to ensure latency below 2 s at scale, and conducting longitudinal pedagogical validation studies with trainees. This research provides a robust technical foundation for AI-driven vocational education, especially suited to mechatronics fields that require close integration between theoretical knowledge and practical troubleshooting skills. Full article

Background/Objectives: Educational background is an aspect of socio-economic status, that may be associated with higher caries risk. This study aimed to investigate differences in caries prevalence between different school types for older adolescents in Greifswald, Germany. Methods: Cross-sectional data were collected as part of compulsory dental school examinations between 2020 and 2023. Oral health status was assessed according to WHO criteria by six calibrated examiners and reported as mean D₃MFT (D₃: dentin caries, M: missing, F: filled, SD/±: standard deviation). To compare educational backgrounds, the adolescents were divided into two groups according to their age and type of school (11–15 and 16–18 years old). Results: The study included 5816 adolescents (48.7% females) with a mean D₃MFT of 0.65 (Q1–Q3: 0–1); 73.8% were clinically caries-free, having D₃MFT = 0, confirming the polarization in caries experience with 2.5 ± 2.13 SaC index. The logistic regression model showed a significantly increased Odds Ratio for having caries in relation to age, being male, having plaque or gingivitis (p < 0.005). There were significant differences in caries experience and prevalence between school types, where high schools had the lowest D₃MFT values in both age groups (0.39 ± 1.17 and 0.64 ± 1.49, respectively). The highest D₃MFT values were in schools for special educational needs in younger adolescents (1.12 ± 1.9) and in vocational schools in older adolescents (1.63 ± 2.55). Conclusions: In a low-caries-risk population, there were significant differences in caries experience and prevalence among adolescents in different school types. Prevention strategies should aim to reduce the polarization in caries across different educational backgrounds in late adolescence. Full article

As mental health disorders in the U.S. increase at an alarming rate, schools are looking for prevention and mitigation interventions for their students. This study reports teachers’ perspectives on the effectiveness of a school program situated at the intersection of self-care and nature-based interventions at a vocational technical high school. Eight classes received between one and four “Intro to Well-Being” sessions, designed to take students outside and develop self-awareness, sense of connection, and reduce stress. Upon the conclusion of the program, classroom teachers were interviewed to identify the perceptions of the sessions and their impact on student and classroom outcomes. Teachers described the sessions as beneficial to students’ expression of emotions, mindfulness skills, personal/social connections, and classroom atmosphere. Teachers also reflected on challenges and provided recommendations for future implementation. Outdoor-based self-care programs, administered at schools, may be a promising program model to support the social and emotional health of students. Full article

The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article

Many vocational education and training (VET) students in the Netherlands struggle with the transition from education to the labour market, resulting in high dropout rates. VET institutions are actively seeking effective mechanisms to support their students during this transition. This research explored valuable strategies identified by education professionals to facilitate a sustainable transition from education to the labour market. This study employed a realistic evaluation framework using CIMO-logic (which focuses on the Context, Intervention, Mechanism, Outcome) for analysis in order to gain insight into the processes of change. In total, four cases were studied at two Dutch educational institutions. The research followed an inductive approach using within-case and cross-case analyses. Five key elements were identified: skills and competencies, Self-insight, Self-efficacy, Building a professional network, and bridging education and practice. In school-to-work guidance for VET students, these elements are relevant to consider in guidance programs. Full article

The process of secularization was long considered irreversible and characteristic of all contemporary culture. Nonetheless, more recent approaches view it as strictly linked to Western religiosity and in relation to a process of de-secularization and post-secular orientations regarding the sacred. For Romanian Orthodox theologians, secularization represents more of a trial than a danger. The current article presents the results of qualitative research regarding the religiosity of future graduates of Orthodox vocational theological high schools in Romania. The students enrolled in the research were asked to graphically represent God and briefly explain their drawings. The data were theoretically coded and compared with the canonical attributes of God as acknowledged by Orthodox theology. The results indicated the canonical correctness of students’ representations of divinity. Orthodox vocational high school education proves to be effective in imposing the Christian dogmatic line to the detriment of popular religiosity characterized by old pre-Christian beliefs and practices. Full article

Drawing upon the Job Demands-Resources (JD-R) model, this study examines the association between different school types and teacher work engagement as well as emotional exhaustion, in addition to the moderating roles of job (collegial and school management support) and individual (resilience) resources. We utilized multivariate regression models with interaction terms, applied to data from the GEW-Frühjahrsreport 2025—a cross-sectional quantitative survey assessing teacher well-being (TWB) among a representative sample of 5859 teachers in North Rhine-Westphalia. The findings reveal that vocational and special needs schools are associated with significantly higher work engagement and lower emotional exhaustion compared to other school types. Resilience emerged as the strongest predictor across both outcomes, followed by school management support. Moderation analyses indicate predominantly boosting effects, meaning that job resources exert greater positive influence in already-favorable school contexts. These results challenge the assumption that job resources primarily serve as buffers in high-demand settings. Instead, the study highlights the importance of systemic conditions and leadership quality in enabling the effective utilization of resources. Implications are discussed with regard to professional development, structural school reform, and the integration of well-being into educational policy. Full article

The present study aimed to develop and validate a brief, two-factor scale assessing career decision-making in high school students. The scale captures the following two key dimensions: (1) access to resources and exploration of career options and (2) career choice self-efficacy. Exploratory and confirmatory factor analyses were conducted on data from a sample of 778 Romanian high school students. The results supported a two-factor structure with good internal consistency and construct validity. Measurement invariance across gender revealed configural invariance, although metric and scalar invariance were not confirmed, suggesting potential differences in how male and female students interpret career decision constructs. No significant gender differences emerged in mean scores, yet students in technological educational tracks reported significantly greater access to career-related resources than their peers in theoretical and vocational profiles. These findings underscore the scale’s sensitivity to educational context and its potential utility in comparative studies and needs assessments. Future research should examine the scale’s predictive validity, longitudinal stability, and cross-cultural applicability. This tool offers a practical means to assess career decision-making processes and inform targeted interventions in educational and counselling settings. Full article

This study investigates the effects of embodied (breathing exercises) and cognitive interventions on adolescents’ flow experience and cognition patterns. Using a mixed-methods design, 303 vocational high school students were assigned to three groups: Embodied Task Group (N = 108), Cognitive Task Group (N = 100), and Mental Health Course Group (N = 95). Experiment 1 employed a 3×2 Multivariate Analysis of Covariance (MANCOVA) design to compare flow experience dimensions, while Experiment 2 used Epistemic Network Analysis (ENA) to analyze diary entries. Results showed that the Embodied Task Group outperformed the Cognitive Task Group in “Unambiguous Feedback” (η_p² = 0.01, a small effect) and had higher “Transformation of Time” (η_p² = 0.01, a small effect) than the Mental Health Course Group. ENA revealed that the Embodied Group developed stronger body-environment interaction patterns, shifting cognition pattern from psychological evaluations to dynamic bodily processes over time. Conversely, the Cognitive Task Group maintained event-focused cognition with weaker mind–body integration. Findings highlight breathing exercises’ potential to enhance flow experience through embodied awareness and multisensory processing, offering practical implications for mental health education by promoting embodied learning tasks to foster flow experience. Full article

Sports participation according to socioeconomic status (SES) was related to children in high-income Western countries. This study aimed to examine whether family or neighborhood-level SES is associated with current and continued organized sports participation, including the types of sports, among Japanese primary school children from preschool onward. The participants consisted of 269 girls, 255 boys, and their parents. Data on the type of sports participation at the current school or preschool, parental employment, and education were collected by questionnaire. Neighborhood-level SES was evaluated by the average annual income within 4 km of each school. The odds of sports participation was higher among children with mothers identifying as housewives or those with mothers employed part-time. Among girls, the odds of continued sports participation were lower if their mothers were junior high school or high school graduates or junior college/vocational school graduates. The odds of sports type like swimming were higher for children whose mothers had part-time jobs. Lower average community income was associated with lower participation in football and higher participation in baseball. These findings suggest that mothers’ employment and academic background are important correlates of sports participation for children, with variations observed by sport type and gender. Full article

This study combines the “flow theory” and the “extended technology acceptance model” (ETAM) to explore the perceived utility and sustainable development impact of virtual reality (VR) immersive learning in the hairdressing course of vocational schools. The research subjects were 1200 students from three vocational schools in Chiayi and Tainan, Taiwan. Data analysis was performed using SPSS 22.0 and Smart PLS 3. The main findings are as follows: (1) Model validation shows that vocational school students’ acceptance of VR learning is significantly affected by perceived usefulness (PU) and perceived ease of use (PE), and both positively affect attitude towards use (ATU). (2) Flow theory (FLOW) not only directly improves students’ usage attitude and behavioral intention (BI), but also partially mediates the relationship between PU/PE and ATU, indicating that immersion is the core factor driving learning motivation. (3) VR technology reduces the consumption of physical resources (such as wig models), meets the United Nations SDG 4 (quality education), SDG 9 (industrial innovation), and SDG 12 (responsible consumption) goals, and is cost-effective. (4) Students’ feedback pointed out that VR teaching stimulates creativity and independent learning, but it needs to be combined with traditional demonstration teaching to strengthen technical details. Full article

Exploring the potential of text-to-image generation technology in Taiwanese vocational high school art courses, this study employs a conceptual framework of technology integration, creative thinking, and metacognitive abilities, focusing on its effects on teaching strategies as well as students’ digital art creation skills and cognitive and creative development. The study was conducted through a multi-methodological approach that includes a systematic literature review plus participatory action research and qualitative analysis. The results showed that integrating text-to-image technology with education boosted students’ interest in activities such as prompt design and project creation and suited themes like landscapes and conceptual art. Testing AI tools enhanced technical proficiency (average of 3.95/5), while pedagogy shifted to project-based learning, increasing engagement. Students’ digital art skills improved from 3.26 to 3.78 (16% growth), with creativity and originality (3.82/5), style diversity, visual complexity, and divergent thinking notably advanced. The technology also fostered metacognitive skills and critical thinking, proving to be an effective teaching aid beyond a mere digital tool. This discovery provides a fresh theoretical viewpoint and instructional procedures for high school art education curricula, anchored in technology, and highlights the importance of nurturing students’ innovativeness and adaptability within the contemporary digital age. Full article

Adolescents’ knowledge about climate change is key to protecting the well-being of all generations and to promoting individuals’ rights and resilience. This study assesses the climate change literacy of Indonesian adolescents and its determinants. This nationwide study was conducted in 2023 in Sumatra, Java, Kalimantan, Sulawesi, and Eastern Indonesia. A total of 1126 adolescents aged 13–19 years were selected through multi-stage sampling. The data were analyzed using the chi-square test and multinomial logistic regression. This study found that 49.7% of adolescents had poor climate change literacy. In the multivariate analysis, the significantly related factors had an odds ratio of 1.66–4.75. Climate change literacy was higher in adolescents from the West and Central Regions, from public or religious schools, and those with educated parents, than in adolescents from the Eastern Region, from private or vocational schools, and those whose parents had low education, respectively. This study suggests the need to promote equality in climate change literacy among Indonesian adolescents through formal and informal education. High-quality formal education would necessitate well-trained teachers with expertise in climate change, as well as a structured, age-appropriate curriculum. Meanwhile, informal education through another information dissemination and social media-based movements can help broaden outreach among adolescents. Full article

This study examines how various rootstocks affect the pomological, biochemical, and aroma contents of the local ‘Sırrı’ peach genotype grown in the Lapseki region of Türkiye. The research focused on peach trees grafted onto three distinct rootstocks: ‘Seedling’, ‘GF-677’ (P. persica × P. amygdalus), and ‘Rootpac-R’ (P. cerasifera × P. amygdalus). The results showed that peaches from the ‘Seedling’ and ‘GF-677’ rootstocks had larger sizes, greater weights, and brighter colors compared to those from ‘Rootpac-R’. Furthermore, the rootstocks impacted essential quality factors such as soluble solid content, firmness, fruit–flesh ratio, titratable acidity, and total phenolic content levels. The analysis of volatile compounds indicated that aldehydes (which varied from 67.02% to 63.74%), lactones (which changed from 9.14% to 7.99%), and esters (which changed from 12.51% to 11.92%) were the major aroma types in ‘Sırrı’ peaches, with the ‘GF-677’ rootstock exhibiting amplified fruity and sweet aromas due to increased lactone levels. Principal Component Analysis (PCA) revealed the significant effects of rootstocks on both pomological and biochemical characteristics, with ‘Seedling’ showing elevated biophenol levels and ‘GF-677’ contributing to a firmer texture. These findings underscore the importance of rootstock choice in enhancing fruit quality and aroma, indicating that the ‘Sırrı’ genotype is highly suitable for commercial production and future breeding efforts. Full article

Developmental Language Disorder (DLD) has a prevalence of 7%, making it one of the important yet little known neurodevelopmental disorders. Often identified in kindergarten, children with DLD have language learning difficulties severe enough to impact their schooling and socialization. During adolescence, there is a high risk of academic, vocational, and mental health difficulties. However, for adults with DLD, a positive perception of self-efficacy may act as a protective factor. This led us to explore how communications skills and self-efficacy are related in adolescents with DLD. The participants were 49 teenagers, aged 12 to 15, who have DLD. Communication was measured using the Children’s Communication Checklist, completed by the teenagers’ parents, while perception of self-efficacy was reported by the teenagers as well as by their parents using the Generalized Self-Efficacy Scale. A significant correlation was found between communication and self-efficacy with three domains of communication being the most important in this association, i.e., coherence (r = 0.716, p < 0.001), initiation (r = 0.581, p < 0.001), and use of context (r = 0.649, p < 0.001). These results highlight the crucial role of social communication in the profile of teenagers living with DLD. They further suggest that it may be relevant to examine whether supporting language development may foster positive perception of self-efficacy in teenagers living with DLD. Full article