Kolb Learning Style Inventory Research Articles

Examining the Learning Styles of Teacher Candidates in Terms of Different Variables

Every individual is different from each other, and learning processes can also differ from each other. Therefore, individuals' learning styles may differ from other individual to individual. The purpose of this research is to investigate the learning styles of pre-service teachers in terms of gender, department and class level variables. The survey model, one of the non-experimental research designs, was used in the research. “Kolb Learning Style Inventory” was used as the data collection tool in the research. The sample of the research consists of 328 pre-service teachers who are studying in the 1st, 2nd, 3th and 4th classs of elemantary school teaching (n = 172) and mathematics teaching (n = 156). The data obtained by the Kolb Learning Style Inventory were analyzed using descriptive statistics and chi-square test. As a result of the findings, it was observed that the differentiation of pre-service teachers' learning styles according to their departments, genders and class levels was not statistically significant.

Student Learning Styles in Information Technology

Teachers employ various strategies to facilitate student learning. Each student possesses a unique way of gaining motivation and absorbing information. Achieving the best possible outcomes in the teaching-learning process involves considering the individual learning styles of each student. Among the several models available for determining learning styles, Kolb’s model stands out as widely utilized. This article aims to apply Kolb’s learning styles model to identify the preferred learning styles of 53 students enrolled in a course focused on information technologies. The sampling method used was non-probabilistic, and data collection relied on the Kolb learning style inventory. The obtained results indicate that the prevailing learning styles among the surveyed students are convergent (47.2%) and assimilative (34.0%). Familiarity with the diverse learning styles of the students can significantly assist teachers in enhancing the efficiency of the teaching-learning process.

Examining the Learning Styles and Academic Success Motivations of Prospective Students Who will Take a Physical Education Special Skill Exam Based on a Few Parameters

Background and Study Aim: Learning styles are the foundation of how students learn and the unique paths to individual development; so they must be considered when assessing academic progress. The primary objective of this research endeavor is to investigate the learning styles and academic motivation exhibited by individuals aspiring to enroll in the faculty of sports sciences. In pursuit of this aim, a comparative methodology was employed, enabling a comprehensive analysis of various variables, including gender, sports branch, and school achievement scores. Material and Methods:The study's population comprises 4,104 candidates who applied to the special talent entrance examination at the Faculty of Sport Sciences in the Selcuk University. A survey was administered to a sample of 378 individuals, consisting of 215 male and 163 female students, who are planning to take the special skill entrance exam for the faculty of sport science. Selcuk University and Necmettin Erbakan University, both located in Konya, employed a random sampling methodology to select prospective students for participation in the study. The questionnaire served as the primary instrument for conducting descriptive, correlational, and regression analyses. To fulfill the research objectives, the Academic Motivation Scale and Kolb Learning Styles Inventory were employed. The reliability and validity of these scales were rigorously examined by the researchers. This study clarified the impact of prospective students' learning styles and academic motivations on their future learning experiences and performances in the faculty of sports sciences. Results: The study revealed that individuals who used converging, accommodating, and multiple learning styles demonstrated significantly higher levels of academic motivation. Conclusions: Further, this paper provides evidence that students who utilized multiple learning styles had significantly higher academic motivation.

The Effect of Expert Patient Simulation on Clinical Judgment: A Quasi-Experimental Study.

Worldwide, quality education is one of the important tools to improve healthcare quality. Healthcare practitioners must be competent in their clinical judgement to meet clients' need. However, poor clinical judgment skill accounts for almost one-third of all patient problems in health care. Expert patient simulation has been used as a training method for clinical judgement skill. However, according to empirical studies, using expert patients to develop clinical judgement skill is unclear. The method is effective in one situation but not in another. To examine the effect of expert patient simulation on the clinical judgment skill of health science students of Mizan-Tepi University. A pre-test/post-test quasi-experimental design was used on 92 randomly selected samples from the graduating cohort of midwifery students. The research subjects who took part in the experiment were picked at random. Tools included the Creighton Competency Evaluation Instrument (C-CEI®), the Learning Satisfaction and Self-Confidence Questionnaire, and the Kolb Learning Style Inventory (LSI). The Wilcoxon-signed rank test was utilized to compare the self-confidence scores among intervention and control group of students, and the paired sample test was used to compare clinical judgment scores. Cohen's d was used to assess the effect size, and Spearman correlation was used to explore the association. Clinical decision-making ability and self-confidence measures revealed statistical and practical differences between before and after simulation. There was a mean difference of 2.28 (95% CI, 1.78, 2.79), t (45)=9.13, p 0.001, and an effect size of 1.3, p 0.001. A pre-and post-simulation self-confidence measure showed statistically significant improvement after simulation (W = 1, Z = -3.57, P 0.001). A moderately significant positive connection (r = 0.419, p 0.004) was also discovered. The study found that human expert patient simulation is a tremendous clinical training technique for improving students' clinical decision-making skill competency and self-confidence.

EXPLORING STUDENT ALGEBRAIC THINKING IN SOLVING MATH PROBLEMS IN TERMS OF KOLB'S LEARNING STYLE

Algebraic thinking plays an important role in solving problems, especially related to algebra. This study aims to explore the students’ algebraic thinking profile in solving problems in terms of the stages of Kolb learning style. This type of research is qualitative with a case study approach. The subjects of the study were 54 students of grade VIII at one of the private secondary schools in Surakarta, Central Java. The research instruments used include algebraic thinking test questions, KLSI (Kolb Learning Style Inventory) questionnaires, and interview guidelines. The data was analyzed by reducing data, presenting data, and drawing conclusions. The finding showed that all subjects have met the algebraic thinking indicators on the generalization component. The subjects are able to recognize the pattern and use the discovered pattern to determine the next pattern. The subjects have also the ability to solve the problem using a simplification strategy. The finding also showed the CE stage learning style tends to use their experience about the prior knowledge had learned to solve the problem. Meanwhile, the AE, AC, and RO stage learning styles tend to use their logic by utilizing the information on the problem to solve the problem. Thus, it can be concluded that the different stage learning styles affect the different strategies in solving generalization problems

The Relationship between Kolb Learning Style and Academic Performances in Orthopedic Residents

Objective: The assimilating and converging Kolb learning style were reported to have positive correlation with critical thinking ability in Orthopedic resident. However, the relationship between Kolb learning styles and academic performance remained controversy. The objective of this study is to report the relationship between Kolb learning style and academic performance in Orthopedic residents. Materials and Methods: The causal comparative cross-sectional study on 48 Orthopedic residents of academic year 2020 was conducted. The demographic characteristics of the participants were reviewed. The scores from the multiple choices question (MCQ) in-training examination, the objective structured clinical examination (OSCE) and the global performance rating scale were collected to represent academic performances of each Miller’s pyramid of assessment level. The Kolb learning style inventory were allocated. The statistical analysis was performed and p < 0.05 was considered statistically significant difference. Results: The response rate was 100%. There was no statistically significant difference of MCQ in-training examination, OSCE and global performance rating scale among each learning style as p=0.789, 0.493 and 0.407, respectively. The assimilating and converging styles were the 2 learning styles which had the academic performance scores above the average scores in all assessments. Conclusion: This study could not demonstrate the significant difference of academic performances among Kolb learning style in Orthopedic residents. However, the assimilating and converging style had the consistent scores above average scores in all domains. The Orthopedic learning experience should focus on the development of reflective observation, abstract conceptualization and active experimentation to facilitate effective improvement in academic performance of the residents.

Exploring the Relationship Between Mathematics Performance and Learn-ing Style Among Grade 8 Students

This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance.

The relationship between personality traits and learning styles in medical education students at Iran University of Medical Sciences: A cross-sectional study.

The relationship between personality traits and learning styles is an attractive subject for researchers. "Learning Style" indicates on a method of education for effective studying. The Kolb's Learning Style is a known theory in the field of learning style. The Kolb's four learning styles include: Divergent, convergent, assimilating, and accommodating. Furthermore, personality, known as relatively fixed and durable characteristics that distinguish people from each other, and personality contains five broad identified traits of extraversion, agreeableness, openness, conscientiousness, and neuroticism. In this study, we intended to evaluate the relationship between personality traits and learning styles in medical education students. This research was an observational analytic cross-sectional study that was conducted on medical education students at Iran University of Medical Sciences, between 2018 and 2019, and 31 students were participated as volunteers. NEO Five-Factor Inventory and the Kolb's learning style inventory (version 3.1) were used to evaluate the students' personality traits and learning styles, respectively. The simple and multiple analysis of multinomial logistic regression were used for statistical analysis. The results indicated that if one unit would be added to the score of the "Extraversion" personality trait, the estimated odds, by which the student's learning style would become "Accommodating" rather than "Assimilating," is 1.3 times more than the basic condition, in which "Extraversion" score would be remained unchanged (P = 0.035). It seems that "Accommodating" learning style might be related to "Extraversion" personality trait in medical education students. However, researches with a larger population are suggested.

The Kolb Learning Styles of History Undergraduates in Turkiye

This study investigated the learning styles of history students depending on some demographic variables. The sample consisted of 1849 students from seven history-teaching (n=875) and eight history departments (n=974) of ten universities in different regions of Türkiye. Data were collected using a personal information form and the Kolb Learning Styles Inventory (KLSI-3). According to Kolb's classification of four learning styles, participants had assimilating, converging, diverging, and accommodating learning styles, respectively. According to Kolb's classification of nine learning styles, seven in ten participants had balancing, reflecting, thinking, and analyzing learning styles. The study investigated whether the variables of “university,” “major,” “gender,” “age,” and “grade level” affected participants’ “learning modes” [concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), active experimentation (AE)], “perceiving information” (CE-AC), and “processing information” (RO-AE) scores. The results showed that the variable of “university” affected what learning styles participants adopted. Participants from seven universities adopted balancing learning styles, while those from the other universities adopted reflecting learning styles. The variable "major" affected participants' CE, RO, and AC scores. The variable "gender" affected their RO, AE, and "processing information" scores. The variable "age" affected their CE, AC, AE, and "perceiving information" scores. The variable "grade level" affected all their scores except for nine learning styles and CE.

The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science

This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.

Hybrid and Collaborative Networks Approach: Online Learning Integrated Project and Kolb Learning Style in Mechanical Engineering Courses

Engineering education is very important to prepare quality graduates. An alternative hybrid and collaborative networks approach in learning is the current choice. This study aims to explain the online learning integrated project and Kolb learning style in mechanical engineering courses to enhance students' academic achievement which is implemented through a hybrid and collaborative networks approach. The research method used is a quantitative approach with the posttest control group design method. We carry out learning activities using Project and Kolb Learning on higher education students from Mechanical Engineering Education who take part in learning this project. Students who participate are limited to small groups, which are divided according to their learning styles groups, and the implementation is carried out in a hybrid and collaborative through e-learning and face-to-face. Collecting data using Kolb Learning Styles Inventory, and achievement test. While the data analysis used descriptive analysis and one-way Anova with the help of SPSS software. The results of this study indicate that there is a difference in the average academic achievement of students based on the four learning style groups, and the thinker learning style group has the highest average academic achievement among the four. The selection of appropriate learning styles and learning models has an impact on optimal and effective academic achievement.

Comparing the Working Memory Capacity with Cognitive Flexibility, Cognitive Emotion Regulation, and Learning Styles of University Students: A Domain General View

Introduction: The goal of this study was to investigate the relationship of working memory capacity with the use of cognitive emotion regulation strategies, cognitive flexibility level, and learning styles of university students. Methods: In the present study (N = 39), the participants completed the Emotion Regulation Questionnaire, Cognitive Flexibility Scale, Kolb Learning Styles Inventory, and Vermunt Learning Styles Inventory and three WM capacity (WMC) tasks that are Rotation Span Task, Operation Span Task, and Symmetry Span Task. Their WMCs were assessed, and the relationship of it was compared with cognitive emotion regulation, cognitive flexibility, and learning styles. Results: The results indicated that there is a significant difference and negative correlation (r= −0.341) between Operation Span Task and refocus on planning. Findings of the research indicated correlations between emotion regulation strategies and between cognitive flexibility and two emotion regulation strategies that are refocus on planning (r = 0.528) and positive reappraisal (r = 0.574). Only one learning style that is Processing Strategies in Vermunt Learning Style Inventory was found significantly different in terms of the cognitive flexibility level of the participants. The results also indicated a positive correlation between verbal and spatial WM tasks which support the domain general view for WMC. Conclusions: Further studies are advised to be conducted between cognitive emotion regulation strategies and working memory capacity as these findings may have significant implications for understanding the correlation between memory and emotion.

Experiential Learning Theory: Application for Understanding Learning Styles of Postgraduate Students

The article examines the learning style of MBA students and looks into how gender effects the learning styles. Data was collected from a management Institute in Mumbai, and survey questionnaires were adapted from the Kolb Learning Style Inventory to investigate the four learning styles—active experimentation (AE), concrete experience (CE), abstract conceptualisation (AC) and reflective observation (RO). The data were analysed for the frequencies and percentages, and Chi-square for comparison of gender and specialisation. Major learning styles were for both gender and specialisation. Major learning styles were AE and CE, followed by AC for both gender and specialisation. It was seen that for all the students, the two major learning modes were convergent and accommodative, which were also the two major dominant learning modes observed across the genders and all specialisations. ESTJ and ESFJ were the two dominant personality types that emerged. A Chi-square test that revealed learning styles and learning modes did not vary based on different gender and specialisation.

The Relationship between Students' Mimetic Approaches and Learning Styles in Architectural Design Education

Architects' attitudes most likely get from the common values obtained during their education and these values are acquired within the period of architectural education i.e., from the first year to the last year. In this sense, design problems are mostly defined with the help of mimetics and it is believed that thinking through mimetics enables the student to explain and understand an unknown situation relative to a familiar situation. So, believing that each student in the design studio uses certain language codes and develops them with knowledge, in this paper the design preferences of four architecture students at three different stages of their education are cross-sectionally analysed using the method called "Metaphorical Reasoning: Context and Depth" and the design approaches of each student are revealed. As shown in this study, some students have an excellent ability to use abstract concepts and have been able to switch between resources (between-domain sources and within-domain sources) very boldly. In the process, the accumulation of knowledge and education changed their mimetic behaviour, and the abstract concepts of some novices became more complex as their education progressed. On the other hand, some other novices who took tangible design approaches remained almost unchanged until the end. Considering that these different mimetic approaches of students are related to their learning styles, Kolb's Learning Style Inventory (LSI) method was used and learning styles of four students were revealed. The learning styles of the students obtained by Kolb's Learning Style Inventory (LSI) method support all the findings.

Flipped Learning Model - Learning Style Interaction: Supporting Pre-service Teachers on Science Teaching Methods and Personal Epistemologies

This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants’ science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary pre-service teachers’ achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported “divergers” more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction.

UPPER-SECONDARY SCHOOL STUDENTS’ CEREBRAL DOMINANCE AND LEARNING STYLES: THE MEDIATION OF CHRONOTYPES

Learning styles, cerebral dominance and chronotypes are among the factors that have been determined to be effective on individuals’ learning. It is stated in the literature that these three variables are interrelated or affect each other. Therefore, the aim of the study is to determine the extent to which students’ cerebral dominance predicts their learning styles and whether chronotypes have an effect on this level of prediction as a moderating variable. In the research, the “Morningness-Eveningness Stability Scale improved” (MESSI), the “Kolb Learning Style Inventory” (KLSI) and the “Hermann Brain Dominance Instrument” (HBDI) were used as data collection tools. The selection of upper-secondary schools included in the sample was made in a district of Antalya province with the convenience sampling method. The sample of 593 students who agreed to respond to the scale was formed from 9th, 10th, 11th, and 12th grade students studying at these upper-secondary schools in the 2021-2022 academic year. According to the analysis results of the structural equation model (SEM) obtained in the study, it was concluded that there were significant positive correlations between learning styles and the sub-dimensions of cerebral dominance; however, chronotypes did not significantly mediate the determined correlations. The findings of this study may provide implications for determining learning styles, which have proven effects on student performance in the teaching-learning process, and, by establishing relationships between individuals’ brain structures and chronotypes, the characteristics that direct learning preferences. Keywords: cerebral dominance, chronotypes, learning styles, structural equation model, upper-secondary school

The Relationship Between Pedagogy and Changes in Students' Learning Styles in Physician Assistant Education.

The purpose of this study was to examine the relationship between instructional pedagogy and changes in physician assistant (PA) students' learning styles during a 2-year master's program. Two parallel curricular tracks were established in the didactic year, one using problem-based learning (PBL) and the other lecture-based learning (LBL) for 6 years. Kolb's Learning Style Inventory (LSI) was administered to both groups at matriculation and at the end of the first and second years. Multivariate analyses, including logarithmic transformations of LSI data because of its ipsative nature, were conducted to evaluate differences and changes in students' learning style. A majority of students changed learning styles during the program. Despite considerable movement within and between learning styles, the percentage distribution of LBL students' learning styles changed little during the program, whereas there was a significant increase in PBL students having a Convergent learning style after 2 years. PBL students preferred more transformation than prehension in information processing than LBL students. About a third of LBL students, compared to a fifth of PBL students, had reverted to close to their matriculation learning style by the end of the clinical year. Primary care physicians and PAs tend to have a Convergent learning style. Little movement towards this learning style was seen with LBL students, whereas a significant increase in the number of PBL students had adopted this learning style by the end of the program.

Do learning style preferences influence the cumulative gross point average and self directed learning hours in dental students: a preliminary study

BackgroundLearning styles influence the outcome of the student performances based on preliminary data available. To evaluate whether the learning styles discriminate the cumulative gross point average (CGPA) scores and self-directed learning hours (SDL) in an integrated curriculum of dental students.MethodsParticipants in this blinded cross-sectional study were dental students enrolled in the Bachelor of Dental & Oral Surgery program at XXXX College of Dentistry. An online survey (Kolb Learning Style Inventory) was used to collect data. It has four sections: Concrete Experience (CE), Conceptualization (AC), Reflective Observation (RO), and Active Experimentation (AE). Questionnaire was distributed electronically to students of Academic level 1 to 5, selected by using non-probability quota sampling technique. In addition to learning style assessment the questionnaire also included measures to obtain data such as gender, academic level, CGPA score, and SDL hours of participants. The CGPA scores were categorized into average (3 to 3.6), good (3.7 to 4.2), excellent (4.3 to 4.7) and outstanding (> 4.7) as well as SDL in to three classes as, < 1 h, > 1 but < 3 h and > 3 h. Discriminant function test was computed to assess the effectiveness of discrimination by the learning styles in GPA and SDL.ResultsThe study's questionnaire was completed by 198 participants (43% females and 57% males). Learning styles were discriminated by excellent category of CGPA scores that presented 72.1% group membership whereas in case of outstanding category presented the least as 17% group membership. Learning styles were discriminated by > 2 but < 3 h category of SDL hours that presented 69.7% group membership.ConclusionLearning styles can be used to discriminate the student academic performances and self-directed learning hours. Among the different category of CGPA participants with outstanding performance represent a good prediction for learning styles preferences. Participants with varying SDL hours also influenced the learning styles.

Critical Thinking Skills and Preferred Learning Styles of Gifted Students at the Secondary Stage in Taif Governorate

The study aimed to identify the level of critical thinking skills and the preferred learning styles of gifted students at the secondary stage in Taif Governorate, in addition to revealing the differences in critical thinking skills according to their different preferred learning styles and their gender. The sample of the study consisted of (192) male and female secondary school students in Taif Governorate schools, distributed by gender into (92) male and (100) female students. The Saudi short form of the Watson-Glaser Critical Thinking Test, and Kolb's Learning Styles Inventory were used after verifying their psychometric properties to collect data from the subjects. The results revealed a low level of gifted students’ possession of critical thinking skills in general, and in particular the deduction skill. The results also revealed that there is a rate of (16.67%) gifted students who did not show preference of a specific learning style, and that the most preferred learning style was the divergent style, followed by the accommodator style, then the convergent style, and finally the assimilator style. The results also showed a statistically significant mean score differences attributed to gender on three subtests of the critical thinking test as well as the total score on the test as males outperformed females in the conclusion subtest while females outperformed males in the induction, evaluation of arguments, and the overall mean scores. The results also revealed a statis-tically significant mean score differences on all subtests as well as the overall mean score attributed to the preferred learning style in favor of the divergent style followed by the assimilator style, then the accommodator style, and finally the convergent style.

Investigating the Learning Styles in Clinical Training Among Students of Qom University of Medical Sciences, Iran

Background and Objectives: Learning styles can show changes in how a learner receives and interacts with the environment. Since teaching and improving the current situation for students to learn in clinic settings is one of the tasks of medical education centers, the present study aims to determine the learning styles in clinical education among students of Qom University of Medical Sciences (QUMS). Methods: This descriptive cross-sectional study was conducted in 2020 on 308 students of QUMS from faculties of Medicine, Nursing, Midwifery and Paramedical Sciences who were selected by a stratified random sampling method in two groups of apprenticeship and internship. The data collection tool was the Kolb Learning Styles Inventory. Data were analyzed using descriptive statistics and chi-square test. Results: The mean age of students was 23.7±4.3 years; 54.9% were female and 45.1% were male; 64% were undergraduate students and 36% were doctoral students. It was found that 48.1% of students had an assimilating learning style, 24.7% had a diverging learning style, 17.5% had a converging learning style and 9.7% had an accommodating learning style. There was a significant difference between learning styles in terms of the field of study (P=0.03), but not in terms of gender, educational level, marital status and academic year (first-year and final-year students). Conclusion: Most of students in QUMS have assimilating and diverging learning styles; therefore, providing learning environments appropriate to these styles is important for their better learning and gaining the necessary capabilities in future educational and professional environments.