Examining the role of emotional regulation in vocational education: effects on academic performance, self-motivation, and learning satisfaction

Vocational and business training to improve women's labour market outcomes in low‐ and middle‐income countries: a systematic review

Introduction. The features of vocational teacher education (the system of vocational teacher training), its understanding and management complexity, dynamics of modern changes, and needs of educational practice call for conceptual visualisation of its present-day state. The paper presents the authors’ vision of this phenomena based on the ideas of humanisation, continuity, and democratisation of vocational teacher training system. The authors put forward some principles developing these ideas and outline the conditions for their implementation.Aim. The current research aims to present the conceptual foundations of vocational teacher training in a systematic way, providing its complete explanation and facilitating its designing amid socio-economic and socio-pedagogical changes.Methodology and research methods. The research is conducted in the context of humanistic educational paradigm, which seems to be the most advantageous for achieving the goal set, based on systemic, activity-shaped personality, integrative, and managerial-and-technological approaches, as well as theoretical and methodological analysis of the scientific sources concerning the object under study.The research is based on the nearly 100-year experience of training teaching staff for educational organisations of vocational training, the results of pedagogical research on the training problems, analysis of the history and current state of Russian vocational teacher training and relevant foreign experience, the results of experiments on introducing state educational standards and designing the vocational teacher training content.Results and scientific novelty. The conceptual foundations of vocational teacher training are represented in the unity of three components. The first component represents the general methodology, which reveals its history (development stages), role and place in the social, economic and educational system of the country. The second component determines the development prospects of vocational teacher training, which include the following aspects: its purpose, consisting in creating and maintaining conditions necessary for effective and high-quality training of teachers for the system of professional education and vocational training; conditions necessary for the development of a personality capable of self-implementation in vocational education; objectives including the formation of a versatile, socially functional, and continuously developing personality, ready for effective vocational and professional training; the guiding ideas of humanisation, democratisation and continuity of vocational education and training, as well as the conceptual principles of humanitarisation, fundamentalisation, action orientation, self-organisation of educational activities, public administration, correspondence of the content of continuous vocational teacher training stages to the main stages of personality development, continuity of training curricula, diversity of educational institutions, and the deployment of an advanced vocational teacher training system. The third component outlines the expected state indicated by the necessary conditions for the implementation of conceptual principles of vocational teacher training and concerning the selection of teaching content, building the structure of the system of vocational teacher training system supported with relevant management tools.Practical significance. The information presented in the article can contribute to the development of vocational teacher training programmes; serve as a methodological basis when forming the topics of fundamental, applied research and development on vocational teacher training, as well as for the organisation and coordination of relevant research and the implementation of the practical results obtained. The research results can also be taken into account in adapting different approaches to this type of education and in defining further development policies. There are reasons to believe that such a view on vocational teacher training complements the experience gained by other authors, and in turn, can be developed in further research.

The objective of this study is to identify the strategies for retaining highly qualified & experienced technical teachers of technical and vocational educational institutions in Katsina State of Nigeria. Two research questions were formulated to guide the study. A 26 items survey questionnaire was developed and used to elicit responses from technical education administrators, technical education principals/vice principals and technical teachers in technical and vocational education institutions who constituted sample. The population for the study comprised 20 technical education administrators, 24 Principals/Vice Principals and 126 Technical teachers in technical and vocational education (TVE) institutions in Katsina State. 138 technical and vocational education administrators, principals/vice principals and technical teachers in Katsina State completed and returned the questionnaire used for data collection. The data was analyzed using weighted averages. The findings revealed that some of the strategies for retaining highly qualify, experience technical teachers of technical and vocational educational institutions in Katsina State as follow: Post highly qualified ones as principals and vice principals of technical and vocational education institutions, Only experienced technical teachers should be appointed as technical education administrators in the Ministry, Provide accommodation to qualified technical teachers within the college compound, Provide qualified technical teachers' special allowance, Provide vehicle loan to highly qualified technical teachers, Technical teachers should earn the same as their counterpart with the same qualifications in industry, Provide working tools, Enlighten the society on the importance of technical teachers, Improve working conditions and important fringe benefits, Provide workshops and adequate equipment in all technical and vocational institutions, Increase prospects for promotion, and salary increase, Give technical teachers high social status.

Relevance. Ukraine's European integration orientation requires the implementation of the accumulated experience of teacher training in the European Union; given Germany's leading economic indicators, it is necessary to analyse its experience of training teachers of vocational institutions in terms of mastering the issues of the psychological and pedagogical block. Aim: to determine the peculiarities of psychological and pedagogical training of vocational educational institutions teachers in Germany and to substantiate recommendations for the psychological and pedagogical training of vocational teachers in Ukraine. Methods: analysis and synthesis – to determine the state of psycho-pedagogical training of vocational teachers in Germany; comparative analysis to find similarities and differences in the psycho-pedagogical training of vocational teachers in Germany and Ukraine; generalization – to formulate conclusions and recommendations for the psycho-pedagogical training of vocational teachers in Ukraine. Results: it was found that the number of credits allocated for psychological and pedagogical training of teachers in Ukraine and Germany is approximately the same. At the same time, the national system of teacher training in vocational education is characterised by the reverse distribution of credits for psychological and pedagogical training. As a rule, at the bachelor's degree, Ukrainian students receive the whole complex of "academic psychological and pedagogical training", and in the master's degree they consider certain issues of teaching disciplines in their specialisation. Practical training is identical in Ukrainian and German higher education institutions that train teachers for vocational (vocational and technical) education. A significant difference is observed in the organisation of students training for research activities. The national system is characterised by the training of students in this area at the master's level. Conclusions: it is necessary to focus the attention of Ukrainian university education on meeting the expectations of students to receive proven instructions for their future work (to shift the emphasis from the encyclopaedic study of educational theories to practical training); to integrate psychology issues directly into the problems of teaching and organising the educational process; to develop a unified standard of psychological and pedagogical training for teachers of vocational (vocational and technical) education institutions, taking into account current trends and credit differentiation; to begin training students to conduct empirical research at the bachelor's level.

Objective: This study aims to establish the relationship between Emotional Intelligence (EI) and Academic Performance (AP) in primary school students. Theoretical Framework: The study is based on theories of Emotional Intelligence (Salovey & Mayer, 1990; Goleman, 1995), which define EI as the ability to recognize, manage, and apply emotions effectively. It also incorporates perspectives on Academic Performance (Touron, 2004) as a key indicator of educational success. Method: A quantitative, descriptive, and correlational research design was employed. The study examined a sample of 132 primary school students selected through non-probabilistic convenience sampling. Data collection was conducted using two questionnaires. Results and Discussion: The findings reveal a positive but statistically insignificant correlation between Emotional Intelligence (EI) and Academic Performance (AP) (r = 0.229, p = 0.130). Similarly, the EI subdimensions—emotional perception, understanding, and regulation—show positive trends but lack statistical significance. These results align with previous research debating EI’s impact on AP, suggesting that other mediating factors may influence this relationship and highlighting the need for further investigation. Research Implications: This research contributes to understanding the intersection of emotional and academic development. It highlights the importance of considering emotional skills in educational strategies to enhance student outcomes. Originality/Value: This study provides new insights into the relationship between EI and AP in the Peruvian primary education context, where limited research has explored this connection. By focusing on primary school students, it underscores the significance of emotional development at an early educational stage and its potential implications for long-term academic performance.

The Course Of The Development On Vocational And Technical Education In Britain And Reference To China

Актуальність: у системі підготовки педагогів для професійної (професійно-технічної) освіти бракує взаємодії між суб’єктами цього процесу, стейкхолдерами та іншими зацікавленими сторонами, що зумовлює її невідповідність потребам ринку праці, знижує якість освіти. Разом з тим, сформованість професійних компетентностей викладачів визначає не лише якість підготовки здобувачів професійної (професійно-технічної) освіти, але й усієї системи, що спрямована на забезпечення економіки країни кваліфікованими робітничими кадрами. Механізми управління професійною підготовкою викладачів для закладів професійно-технічної освіти (ПТО) потребують перегляду та вдосконалення. Одним з інструментів розв’язання цієї проблеми є управління на основі партнерства та стандартизації. Тому дослідження сучасного стану партнерства у підготовці педагогів професійної освіти заради розроблення нових механізмів управління підготовкою є надзвичайно актуальним. Мета: аналіз сучасного стану партнерства у підготовці педагогів професійної освіти. Методи: аналіз наукової літератури, законодавчо-нормативних документів – для вивчення сучасних тенденцій в управлінні професійною підготовкою педагогів; метод опитування (анкетування з використанням веб-сервісу GoogleForms), метод експертного оцінювання, порівняльний аналіз – для з’ясування сучасного стану партнерства у підготовці педагогів професійної освіти. Результати: представлено результати опитування викладачів закладів вищої освіти, які здійснюють підготовку здобувачів за спеціальністю «Професійна освіта», здобувачів вищої освіти, педагогів та керівників закладів професійної освіти. Висновки: опитування засвідчило факт недосконалості існуючої системи підготовки педагогів професійного навчання, зокрема: несистемної співпраці усіх суб’єктів освітнього процесу та потенційних роботодавців, недостатньої практичної та професійної спрямованості навчання, невідповідності вимогам ринку праці, віддаленості від виробничих умов, затеоретизованості навчання, невикористання усіх потенційних можливостей співпраці з міжнародними організаціями, центрами зайнятості, професійними спілками. Для посилення якості підготовки необхідне впровадження нових механізмів управління цією підготовкою, вдосконалення методики навчання, організації практичного навчання здобувачів освіти та системи підвищення кваліфікації через налагодження тісної співпраці, розширення партнерських відносин між закладами професійної (професійно-технічної), вищої освіти та з іншими зацікавленими сторонами.

This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified EI profiles and the purposes for which AI is used. Finally, it examines the association between EI and AI use. A total of 352 students from the University of Alicante participated (184 women, 168 men; mean age = 21.4, SD = 2.3). EI was assessed using the TMMS-24 scale (Attention, Clarity, and Emotional Repair). To evaluate AI use, a 12-item ad hoc questionnaire was developed and validated, comprising three dimensions: educational support, informational support, and emotional support. Cluster analysis identified three EI profiles: (1) high and balanced EI, with high scores across all three dimensions; (2) regulatory EI, characterized by moderate attention and high emotional understanding and regulation; (3) repair-deficit EI, showing difficulties in emotional regulation despite moderate perception and understanding. ANCOVA analyses assessed differences between profiles, showing that students with high and balanced EI perceived greater usefulness of AI for educational and informational support, as well as greater emotional support benefits, compared to other profiles. Finally, positive correlations were found between EI and AI use across all three types of support. These findings suggest that EI influences AI use in differentiated ways, highlighting its role as a facilitator of learning, information management, and emotional well-being in higher education.

The aims of the study are to update approaches in the training of future specialists that meet the modern requirements of the labor market through partnerships between vocational education institutions and the technology parks of pedagogical universities. The subject of the research is the process of preparing students in vocational education in partnership with the Technology Park of vocational education, which allows vocational education institutions to update training approaches for future specialists in line with current labor market demands. Modern vocational education faces the necessity for continuous modernization and adaptation to the changing requirements of the labor market. One of the key factors contributing to the improvement of the quality of student training is the partnership with technology parks of higher vocational education institutions. In the article, the authors analyze the prospects for cooperation between vocational education institutions and university technology parks, highlighting the benefits of this collaboration, as well as noting that various modern educational technologies are employed in the technology parks of professional education to enhance the quality of education and the development of professional competencies. The work employs methods of theoretical analysis, summarizing scientific literature, and empirical research methods: conducting surveys and questionnaires among students and teachers in vocational education to assess the effectiveness of the implemented technologies, studying successful examples of partnerships between vocational education institutions and technology parks to identify best practices. The practical novelty is represented by the updating of approaches in training future specialists that meet current labor market requirements. Joint work among vocational education institutions, higher education institutions, and university technology parks contributes to the formation of a unified educational space and the improvement of innovative processes in the field of education. The authors analyze the experience of creating a modern educational practice-oriented environment for training not only university students but also students from partner vocational education institutions based at the Technology Park of Nizhny Novgorod State Pedagogical University named after K. Minin. The authors present an example of a practice-oriented project for physics students using laboratory equipment from the Technology Park of Universal Competences of Nizhny Novgorod State Pedagogical University named after K. Minin. Experience has shown that during the project work, students learn to plan, organize, analyze results, and present their ideas, which develops important skills beyond professional skills.

This chapter examines vocational and general education comparatively, both types of education have been addressed in terms of schooling rate, employment status of graduates, cost, etc. aspects. In general, up-to-date data provided by the European Centre for Development of Vocational Training (CEDEFOP), European Training Foundation (ETF), Organization for Economic Development and Cooperation (OECD), and the European Statistical Institute (Eurostat) are used in the comparison. Data shows the share of vocational education in all secondary education is smaller than that of general education. However, vocational education gains the advantage in post-graduation employment rates. Educational costs for students are higher in vocational education. The costs vary depending on the features of the provided programs. Sectors that are the driving force of their economies play a decisive role in determining countries’ vocational education programs. Three systems of organization are found in vocational education: school-based, work-based, and dual system. In the future, vocational and technical education institutions should be transformed into life-long learning centers instead of institutions that provide training to individuals of a certain age group at a certain time period. Vocational education should be structured in a way that will allow it to adapt to the structure of the rapidly changing labor market. Content should be presented in a modular structure and include more social skills.KeywordsVocational and technical educationVocational education and general educationSchooling in vocational educationCost of vocational and general educationFuture of vocational education

Emotional intelligence can play an important role in an individual’s education and career success. The purpose of this study is to evaluate the opinion of employers on the importance of competencies related to emotional intelligence in the recruitment process in Latvia, as well as the extent to which these competencies can be developed in vocational education and training. Total of 750 companies participated in this research, rating the importance of competencies and the performance of vocational education institutions using a four-point Likert scale. The list of methods currently applied in vocational education developing emotional intelligence competencies was developed through in-depth interviews with the managers of vocational education institutions. The research results show that most of employers evaluate ability to work independently, work motivation and problem-solving skills as very important in the recruitment process. Vocational education institutions need to pay more attention to improving ability to take responsibility in students. The main methods used by vocational education institutions to develop competencies linked to emotional intelligence are extra-curriculum activities, international events and mobility, as well as work-placements, which are supplements to education programmes rather than core curriculum, indicating to low link between emotional intelligence competencies and expected learning outcomes of vocational education. The research provides the basis for reconsidering the vocational education curriculum in the light of its contribution to development of competencies that are highly valued in the labour market.

Academic performance, emotional intelligence, and academic burnout: A cross-sectional study of a mediational effect in nursing students

Objective: This study is aimed at examining the rela-tionship of emotional intelligence (EI) and intelligence quotient (IQ) with academic performance (AP) among postgraduate students. Study Design: Survey type with convenient sampl-ing. Place and Duration of Study: Shakoor Mind Care Institute Bahawalpur and the department of applied psychology Islamia University of Bahawalpur during 1 st February 2012 to 31 st May 2012. Subjects and Methods: For this purpose 50 postgra-duate students (n = 50) were selected from different departments of the Islamia University of Bahawalpur. After taking informed consent from each student, Wechsler Adults Intelligence Scale - III (WAIS - III) and Self Report Measure of Emotional Intelligence (SRMEI) was administered and the score for each stu-dent calculated. As a measure of the academic perfor-mance (AP), the cumulative grade point average (CG-PA) of each participant was obtained and confirmed from their respective departments. The data collected was entered and analyzed by using SPSS 17.0. Results : The students with average IQ but high or very high EI secured good and excellent CGPA against the students with low EI who were poor achie-vers. Regression analysis model shows significant dependence of AP upon EI (R 2 = 0.751). One way ana-lysis of variance (ANOVA) shows that AP depends on EI at any level of significance (p = 0.00). ANOVA also proved significant dependence of AP upon IQ (p = o.o36). Finally, the overall impact of EI (R 2 = 0.751) on AP is significantly greater than that of IQ (R 2 = 0.088). Conclusion: Both the Emotional Intelligence and Intelligence Quotient have strong relationship with academic performance. The overall impact of EI on AP is greater than that of IQ. The training classes to enhance EI may improve the academic and adminis-trative performance of the participants. Key words: Emotional Intelligence, Intelligence Quo-tient, Academic Performance.

Relevance. It is determined by the European integration trends of vocational education in Ukraine, which requires the study and implementation of the best practices of implementing public-private partnership projects in the EU; a system of indicators for assessing the effectiveness of PPP projects in the field of vocational education in Ukraine has been developed. Aim: to identify the main indicators for assessing the impact of public-private partnerships on the quality of vocational education in the EU and to develop a system of indicators for assessing the quality of PPP projects in vocational education in Ukraine. Methods: analysis – to determine the main indicators for assessing the effectiveness of the implementation of PPP projects in vocational education; generalization – to formulate conclusions and recommendations for improving the system of indicators for assessing the quality of PPP projects in vocational education in Ukraine. Results: it was found that the key quality indicators of PPP projects in the vocational education system include the following ones: Relevance and Alignment with Labor Market Needs; Quality of Training Delivery; Learner Outcomes and Satisfaction; Sustainability and Scalability; Stakeholder Engagement; Regulatory Compliance and Quality Assurance; Equity and Accessibility; Innovation and Responsiveness; Impact on Economic and Social Development; Monitoring and Evaluation. Conclusions: it is determined that public-private partnership in the vocational education system are an effective tool to overcome the key challenges faced by vocational education institutions. Thanks to the participation of the private sector, which is at the forefront of industry trends, vocational education institutions can provide students with the practical skills and knowledge necessary for a successful career. The partnership contributes to improving the quality of education by providing access to modern equipment and the experience of industry professionals, improving the social situation in the region and the development of the local community. Adopting a comprehensive set of indicators to evaluate vocational education PPP projects increases their effectiveness and relevance. These indicators not only measure educational outcomes, but also allow for a comprehensive approach to assessing the effectiveness of project implementation. By using the experience and best practices of EU members, Ukraine can create a reliable framework for evaluating PPP projects, thereby improving the quality and impact of vocational education across the country.

The article theoretically substantiates and experimentally verified modern pedagogical technologies and their application in the work of teachers of professional (vocational and technical) education institutions. The main goal of an article is to perform an analysis of modern pedagogical technologies and their application in the work of teachers of the institution vocational and technical education. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison, and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of professional (vocational-technical) education institutions were used. It has been established that many learning technologies have been developed today, which prompts theoretical generalization, analysis, classification and selection of optimal methods of their use. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously. In the procedure of their selection and implementation in the educational process, there are contradictions between: new goals of education and old ways of presenting and learning knowledge; growing volumes of information that need to be transferred to education seekers and the limited amount of study time; the urgent need for pedagogical innovations in the educational process and the insufficient development of the methodology of using new pedagogical technologies in education. The presence of these contradictions determines the need to study the effectiveness of using innovative pedagogical technologies. As a result of our research, it has been proven that the focus of attention of the pedagogical community is on vocational education institutions, which are designed to provide the labor market with qualified workers who are able to successfully work with the most modern production technologies. For this purpose, the regulatory and legal framework is dynamically updated: legal regulation of the functioning of the vocational education system, all its levels and subsystems, the activities of educational institutions of various types and forms of ownership, and the organization of various forms of education is ensured.