Search Results (472)

In this work, the characteristic temperatures (solidus and liquidus) of selected lead blast furnace slags were investigated using in situ high-temperature optical microscopy. The effects of the basicity of the slag (CaO/SiO₂), the Fe/SiO₂ ratio, and the Zn content were investigated. The deformation temperature associated with the rounding of the sample edges and the temperature at which 75% of the sample height decreases were experimentally considered as the solidus and liquidus temperatures, respectively. The pseudoternary phase diagrams CaO-SiO₂-Fe_0.63Zn_0.37O and FeO-Ca_0.54Si_0.46O_1.46-ZnO were calculated, along with the crystallization curves, using the thermodynamic software FactSage to estimate the characteristic temperatures and phase evolution during the cooling of the slag. The difference between the calculated and experimental solidus and liquidus temperatures was about 70 °C. The results of XRD, SEM, and DSC analysis at high temperatures showed that spinel (ZnFe₂O₄), melilite (Ca₂ZnSi₂O₇), and andradite (Ca₃Fe₂Si₃O₁₂) were the base crystals for all slag samples. The liquidus temperature increases with decreasing slag basicity (CaO/SiO₂), while the liquidus temperature increases with increasing Fe/SiO₂ ratio or Zn content. Full article

The article presents an analysis of the mechanisms used by a vocational high school in Bulgaria to develop dual training and implement it sustainably. It focuses on the school management’s leadership role in the network of different stakeholders, demonstrating the importance of this aspect in the entire process of developing dual education. Apart from the case analysis of the Bulgarian vocational high school’s successful implementation of dual learning, the research strategy includes examining regulatory documents, evaluation reports and publications in media and by companies, as well as analyzing the attitudes among key stakeholders. An overview of the challenges facing dual education in Bulgaria is also provided. Based on the case study findings, the factors supporting the implementation and sustainability of the dual system have been identified. We conclude that the long-term development of the dual education model depends on the understanding that the formation of professional skills is a dynamic process, requiring attention to the needs of the local environment, adaptability to current changes and active participation by all stakeholders. The role of school leadership—with regard to both its motivation and activity—has proven to be essential, and therefore it should not be overlooked when creating state incentives to support dual training. 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

Inclusive education aims to ensure equitable access to quality education for all students, including those with Autism Spectrum Disorder (ASD). This research analyzes the attitudes and competences of non-university Spanish teachers regarding the inclusion of students with ASD, considering relevant variables in previous studies such as teacher training, prior experience, and educational context, among others. The study involved a sample of 2310 teachers in active service during the 2023–2024 school year. Data collection was conducted through two questionnaires: the INTEA-EDG questionnaire, designed to measure teachers’ beliefs and attitudes towards the inclusion of students with ASD, and the CEFI-R questionnaire, which evaluates teachers’ competencies and skills for inclusive education. The results reflect a generally positive attitude towards the inclusion of students with ASD in mainstream schools, although significant variations were found depending on variables such as previous experience, teaching specialization, and specific training received. Based on these and other findings, the study highlights the need to strengthen initial and continuous training in inclusive education and attention to diversity of students with ASD, promote early positive contact with students with ASD, and foster collaborative work and the design of inclusive learning environments. 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

This study explores the core competencies required for sales and marketing roles in the rapidly evolving NEV sector. Adopting an exploratory sequential mixed-methods design, it employs a big data-driven approach to construct a competency framework: web crawlers collected NEV-related recruitment data across over 20 major Chinese cities, the Latent Dirichlet Allocation (LDA) model identified core competency items, and a multi-dimensional consensus scoring process via the Nominal Group Technique (NGT) refined the framework. The resulting validated model comprises nine thematic clusters, reflecting a shift from internal combustion engine (ICE) vehicle sales’ traditional skill set. Beyond enriching conventional competencies (customer reception, sales service, CRM, sales support), it highlights emerging capabilities: live-streaming/short-video marketing, digital media operations, and ecosystem-oriented resource collaboration. Further, NGT-based multi-dimensional evaluations (frequency, importance, difficulty) generated a four-quadrant matrix, offering actionable guidance for vocational education and corporate training (VET) curriculum design. Theoretically, this study redefines digital-era automotive sales roles: not mere product sellers, but core actors in user experience co-creation and ecological value integration, which enriches discourse on sales role evolution. 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

Mulberry (Morus nigra Aussie) leaves have traditionally been used in silkworm rearing and as herbal remedies, yet their extracts have recently gained prominence in functional foods due to their rich phenolic composition and associated health benefits, including antioxidant, hypoglycemic, anti-obesity, anti-inflammatory, and potential anticancer effects. Because extraction techniques strongly influence phenolic yields, this study optimized the extraction conditions for conventional, ultrasonic-assisted, and microwave-assisted methods using response surface methodology (RSM). Three independent factors—extraction temperature/power, extraction time, and solvent concentration (ethanol–water mixture, % v/v)—were evaluated for their effects on total phenolic content. The optimum conditions were identified as 60 °C, 60 min, and 56% ethanol for the conventional method; 60 °C, 45 min, and 71% ethanol for the ultrasonic-assisted method; and 471 W, 6 min, and 51% ethanol for the microwave-assisted method. At these optima, the total phenolic contents (TPCs) were 876 mg/kg (conventional), 820 mg/kg (ultrasonic-assisted), and 319 mg/kg (microwave-assisted) on a dry-leaf basis. Ultrasonic-assisted extraction produced phenolic yields comparable to those obtained by the conventional method. Therefore, its potential anticancer activity was assessed using Caco-2 cells. However, the extract inhibited cell viability of only 12% after 24 h, indicating no significant anticancer effect (cell viability remained >70%). These findings highlight optimized green extraction conditions for mulberry leaves while demonstrating that the ultrasonic-assisted extract lacks anticancer activity under the tested conditions. Full article

This study examines the influence of agricultural labor policies on the sustainability and productivity of farming enterprises in Türkiye, with a particular focus on the sector’s increasing reliance on foreign labor. Using primary data collected through face-to-face surveys with 73 agricultural enterprises in the Çumra District of Konya Province during the 2023–2024 production year, supplemented by secondary data from national and international institutions, the research explores how workforce composition, policy regulations, and socio-economic factors affect farm performance. Descriptive and comparative statistical analyses were conducted using SPSS to evaluate demographic characteristics, employment patterns, wage structures, and satisfaction levels among local and foreign workers. The findings indicate that as farm size expands, the use of foreign labor—mainly from Afghanistan, Uzbekistan, and Turkmenistan—significantly increases, generating cost and productivity advantages but also raising concerns related to social integration and legal employment barriers. Local labor demonstrates greater competence in mechanization but remains insufficient in quantity, deepening the existing labor shortage. A substantial majority (91%) of producers consider current labor regulations restrictive and emphasize the need for government incentives, vocational training programs, and simplified permit procedures for foreign workers. The results highlight the importance of inclusive and adaptive labor policies that harmonize economic efficiency with social cohesion, supporting the achievement of Sustainable Development Goals (SDG) 2, 8, and 11—Zero Hunger, Decent Work and Economic Growth, and Sustainable Cities and Communities. 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

Vocational training aims to facilitate the acquisition of a series of professional skills by students, specified through a series of Learning Outcomes described in the official curricula. This requires teachers to adopt a wide variety of teaching methods and resources that allow for an appropriate match between learning styles and teaching styles, covering the diversity of styles present among students, to facilitate the achievement of all students. The students’ perception of the usefulness of the teaching resources used is an important factor in achieving this balance, and as a guide for better planning the methods and resources to be used in the classroom. This exploratory case study investigates students’ perceptions of the usefulness of different teaching resources and methods used to achieve the learning outcomes set out in the subject of water network installation and commissioning in an intermediate vocational training programme for water networks and treatment plants. The data was collected through a survey and individual interviews. The results of the research show that, despite a predominant preference for resources and methods associated with practical activities, as might be expected in vocational training, a significant heterogeneity in the attribution of usefulness to resources within the group was identified, which could be linked to different learning styles. Moreover, different dimensions emerged regarding the perception of usefulness that could better guide course planning towards a balanced diversification of methods and resources. Full article