This article examines graduate employability challenges in the tourism and hospitality sector of Marrakech, a major tourism destination and strategic regional labour market in Morocco, characterised by strong seasonality, high labour turnover, and persistent education–employment mismatches. Rather than focusing exclusively on technology, the study analyses employability as a multidimensional and context-dependent process, in which digitalisation and artificial intelligence (AI) constitute one influencing factor among others. The research adopts a qualitative, purposive design based on semi-structured interviews conducted between August and October 2025 with 20 stakeholders directly involved in recruitment, training, or early career integration. These include five-star hotel general managers and HR officers, riad managers, travel agencies, recruitment intermediaries, representatives of Morocco’s public employment service (ANAPEC—National Agency for the Promotion of Employment and Skills) and private, regional tourism authorities, academics and young tourism graduates. Interview transcripts were thematically analysed using NVivo to identify recurrent patterns in recruitment practices, skill expectations, and the impact of AI in employability. The results, reflecting stakeholders’ perceptions within this local labour market, show that employability is shaped by six interrelated dimensions: (1) the structure and functioning of the tourism labour market (segmentation, turnover, mobility); (2) partial misalignment between training provision and operational service realities; (3) recruitment standards that prioritise behavioural and relational competences alongside formal qualifications, particularly for frontline positions; (4) language proficiency, especially English and French, as a baseline employability condition; (5) growing expectations regarding digital literacy linked to tourism operations (property management systems, reservation platforms, online reputation management); and (6) the perceived impact of AI-enabled tools (automation of routine tasks, decision-support systems, chatbots), which is seen less as a source of job destruction than as a driver of task reconfiguration and skill upgrading. By situating employer and graduate perceptions within the broader Moroccan employment and training context, the study contributes a place-based understanding of employability in tourism. It highlights the shared responsibility of individuals, employers, and education and training institutions in supporting skill development. The article concludes by discussing policy and practice-oriented levers to strengthen graduate employability, including co-designed curricula, structured internships and mentoring schemes, employer-supported upskilling in tourism-specific digital and AI-related competences, and reinforced labour-market intermediation through ANAPEC and regional governance actors.

Abstract Purpose Undergraduate medical education has undergone significant change in recent years to accommodate evolving student needs. These changes have resulted in modifications in the delivery of surgical clerkships. Methods An anonymous survey was distributed via email to all practicing faculty physicians and recent medical school graduates at a large United States academic medical school. The survey collected data regarding each participant’s clerkship structure, valued experiences, and demographic data. Results 391 responses were included, of which 73.4% were faculty and 27.6% were trainees. Similar proportions of faculty and trainees were working in a surgical specialty (26.5% versus 29.5%; p = 0.55). Faculty reported higher median optimal length of the surgical clerkship compared to trainees (6 versus 5 weeks; p < 0.001). Trainees were less likely to take overnight call during their core clerkship (62.6% vs. 86.9%; p < 0.001) and more likely to believe this was an unimportant aspect of the clerkship compared to faculty (67.6% versus 28.5%; p < 0.001). Faculty rated the core clerkship as valuable to their current practice more frequently than trainees (71.9% versus 59.8%; p = 0.022). Both groups frequently reported scrubbing cases as one of the most important experiences during their surgical clerkship (89.0%). Significantly more faculty endorsed overnight call as an important experience compared to trainees (24.7% versus 7.4%; p < 0.001). Conclusion Faculty and recent medical school graduates had differing ideas regarding the value of the surgical core clerkship. Recent graduates desired shorter surgical clerkships in comparison to faculty and viewed overnight call as less critical. Both groups valued scrubbing cases during surgical clerkships.

This article aims to analyze the contributions and limitations of non-mandatory internships in the initial training of pedagogues, based on the perceptions of graduates from the Pedagogy course at the Federal University of Mato Grosso do Sul, at the beginning of their teaching careers. It is an excerpt from a master's thesis, developed using a qualitative approach. The data were collected through semi-structured interviews conducted with nine pedagogues who graduated between 2015 and 2019 and were working in basic education in 2020 and 2021. For this article, the specific category analyzed is "Non-Mandatory Internship: experiences and potentialities," defined a priori based on the theoretical framework and bibliographic review. The interviews were recorded, transcribed, and subjected to document analysis. The results show that the Non-Mandatory Internship provided prolonged and diverse experiences in the school context, favoring familiarity with the teaching routine, the development of autonomy, and the consolidation of knowledge gained through experience. However, significant limitations were also identified, such as the lack of systematic monitoring by the university, the predominance of support and care activities to the detriment of pedagogical participation, and restrictions on the articulation between theory and practice. It is concluded that the Non-Mandatory Internship constitutes a relevant formative space in the initial training of educators, provided it is integrated into intentional processes of pedagogical mediation and critical reflection, capable of strengthening the construction of teaching identity.

In 2024, the UK Foundation Programme Office introduced Preference Informed Allocation (PIA) to replace the Educational Performance Measure and Situational Judgement Test (SJT) for allocating Foundation Year 1 (FY1) posts. This study evaluates FY1 doctors' perceptions of PIA's fairness and effectiveness. A nationwide survey was distributed to FY1 doctors following induction (n = 9702 eligible). Perceptions on PIA fairness, SJT removal, and Specialised Foundation Programme (SFP) allocation were collected using a five-point Likert scale (1 = strongly disagree, 5 = strongly agree). Quantitative data were analysed using non-parametric statistics, and free-text responses were examined using reflexive thematic analysis. A total of 1340 FY1s responded (13.8%), representing graduates from 56 medical schools. Overall, 75.2% received their first-choice foundation school, and 91.5% were placed within their top five. Most respondents disagreed that PIA was equitable (median 2 [IQR 1-3]) or should be used for SFP allocation (median 2 [IQR 1-3]), but agreed they were pleased not to have taken the SJT [median 4 (IQR 3-5)]. UK trained graduates and younger, white respondents viewed PIA less favourably than international, older, and minority-ethnic graduates. Thematic analysis emphasized loss of perceived control, calls for greater transparency, and preferences for merit-based or hybrid allocation models. While PIA maintained high first-choice placements, concerns about fairness were prominent, particularly among UK graduates. Many respondents favoured reintroducing merit-based components. Continued evaluation is needed to ensure a fair, transparent, and acceptable allocation process for future graduates. Key messages What is already known on this topic: The UK Foundation Programme Office replaced performance-based allocation with preference informed allocation (PIA) in 2024, aiming to improve fairness, reduce stress, and align placements with applicant preferences. However, graduate perceptions of this change have not been fully explored. What this study adds: Most respondents disagreed that PIA was a fair allocation system and opposed its use for the specialized foundation programme, particularly younger, white, and UK graduates. Many expressed preferences for reintroducing merit-based elements, such as a standardized clinical examination. How this study might affect research, practice, or policy: The findings highlight the need for ongoing evaluation of the PIA system to ensure fairness, transparency, and acceptability among medical graduates, and may help inform future postgraduate allocation reforms.

Purpose This study aims to examine the alignment between Geographic Information Systems (GIS) education and vocational qualifications within the framework of quality assurance (QA) in higher education. It investigates how academic programmes meet competency requirements of GIS Specialist (Level 6) National Qualification, aligned with the European Qualifications Framework (EQF), and develops a validated scale that can serve as a QA tool for monitoring curriculum–qualification alignment. Design/methodology/approach A scale was developed based on the learning outcomes and performance criteria. Data was collected from 174 graduates of GIS-related programmes. Exploratory and confirmatory factor analyses were performed to ensure the validity and reliability of the scale, while Cronbach’s alpha and composite reliability coefficients were used to test internal consistency. Findings The results indicate that developed scale has a four-factor structure with strong validity and reliability, capturing self-efficacy perceptions in technical organisation, quality management and work organisation, occupational health and safety and information security. Findings also highlight a gap between academic curricula and certain vocational qualification standards, especially in workplace safety and information security, underscoring the need for continuous alignment of higher education with industry requirements. Research limitations/implications This study is limited to self-reported perceptions of graduates in Türkiye and may not fully generalise to other contexts. Future research should include comparative analyses across countries and integrate certification exam results for a more comprehensive assessment. However, this study is limited by its modest sample size (n = 174), regional focus (two universities) and reliance on self-reported perceptions, which may affect generalisability. Nevertheless, the proposed scale is a valuable instrument for planning curriculum modifications, carrying out evidence-based evaluations in accreditation procedures and comparing programme results with EQF/Turkish Qualifications Framework (TQF) certifications in higher education institutions’ quality assurance processes. Practical implications The validated scale can be used by universities, accreditation bodies and policymakers as a QA instrument to monitor the alignment of GIS curricula with national and European qualification frameworks. It provides actionable evidence for programme reviews, curriculum revisions and external quality evaluations, supporting the PDCA cycle in institutional QA systems. Social implications By promoting transparency, accountability and international comparability, this study contributes to enhancing employability, labour market mobility and quality culture in higher education. Aligning education with vocational qualifications also fosters lifelong learning and continuous professional development among GIS professionals. Originality/value From a quality assurance standpoint, to the best of the authors’ knowledge, this study presents one of the first scales to link professional competency criteria with GIS educational outcomes. Despite sample and regional constraints, the scale is a valuable instrument for curriculum reform, accreditation evaluations and EQF/TQF compliance studies.

ABSTRACT Introduction: The Patient-Centered Clinical Method (PCCM) emerged amid currents of opposition to a mechanistic view of medicine. Today, it is part of educational curricula in several countries, with positive impacts on medical care, and it’s a central element in the training of Family physicians. Objective: This study aimed to analyze the perception of graduates of the Family Medicine Residency Program of the Recife Health Department about the factors that influence learning about the PCCM. Methods: The study is descriptive and qualitative and was conducted through focus groups, with subsequent thematic analysis. Results and discussion: Six topics were identified in the content of the groups, on which the analysis was structured: Medical graduation; Mental health; Importance of PCCM; Practical teaching; Theoretical teaching and Structuring of the program. Conclusion: Among the factors that hinder learning, hierarchical medical graduation and weaknesses in the practice scenario of the residency were highlighted. As facilitators, adequate theoretical teaching, the creation of reflective mechanisms on medical practice (such as Balint Groups, reflective journals and self-care spaces), student-centered teaching and initiation to teaching were discussed. The shoulder-to-shoulder preceptorship model and active learning methodologies appear to be beneficial, as long as they are closely monitored and open to identifying difficulties. The discussions fostered in this study should be taken into consideration in the pedagogical planning of Family Medicine residency programs, aiming at the creation of strategies to minimize the difficulties of teaching the patient-centered clinical method.

Background: Medical students generally opt for post-graduation/specialization before starting their working and take several attempts to clear their NEET-PG entrance exams. Even after several attempts all students do not get a seat of their choice and for those who want to work after MBBS, joining government service (PMS) can be one of the feasible options. This research paper wishes to determine the attitude of medical graduates and their willingness to join government service immediately after graduation. Methods: A cross-sectional study was planned in April 2024 to May 2024, in MLB Medical College, Jhansi. All recently passed medical graduates who consented (eighty), were included in the study. A schedule was administered to enquire about their willingness to join service and the reasons for their choice. Chi square test was used to check for the associated factors. Results: The mean age of participants was 25.38±2.2 years, 60% were males, 37.5% were from rural background, In the present study, 65/80 (81.3%) answered they would join a government job immediately after internship if offered one. The advantages mentioned were job security, a sense of purpose, diverse exposure and a fixed schedule. Issues of payment, less flexibility, transfers, no private practice , work place safety were highlighted. On applying chi-square test, mother’s education and father’s occupation were found to be significantly associated with accepting government job. Conclusions: This study breaks the myth that medical graduates want to only opt for specialization policy makers can enable them to join these services and further the cause of universal health coverage.

This study was conducted to investigate the career perception, career anxiety, and career preparation behavior of prospective graduates of early childhood education major. The subjects of this study were 455 the third and fourth years of university students who are expected to graduate from the Department of Early Childhood Education in Seoul and Gyeonggi area. Research tools were distributed and collected online and by mail as a questionnaire on career perception, career anxiety, and career preparation behavior. The collected data were analyzed for reliability, descriptive statistics, and correlation using the SPSS 25.0 program. The research results are as follows. First, the career awareness of prospective graduates of early childhood education major was high. Second, the career anxiety of prospective graduates of early childhood education major was low. Third, the career preparation behavior of prospective graduates of early childhood education major was high. Fourth, it was found that career perception, career anxiety, and career preparation behavior of prospective graduates of early childhood education major were correlated at the p<.01 level. This study is thought to provide basic data for career guidance of prospective graduates.

Although evaluating the effectiveness of training courses on translation technology is essential, previous studies have primarily evaluated such courses based on trainee translators’ satisfaction or knowledge acquisition, paying little attention to behavioral changes in trainee translators and the long-term outcomes of the training. Drawing on convergent mixed methods design, this study aimed to evaluate the effectiveness of the translation technology course provided by Iranian universities at MA level based on the perceptions of Iranian MA translation students and graduates. To this end, both quantitative and qualitative data were collected from 63 Iranian MA translation students and graduates via two questionnaires. The results, according to the New World Kirkpatrick Model, indicated that the translation technology course provided by Iranian universities at MA level seems to lack training effectiveness. The findings suggest that there possibly exists a gap between what is taught and the needs of the translation market in the Iranian context.

The research defined the objective of building and validating instruments to assess the level of maturity of digital transformation in higher education institutions (HEIs). It was based on a theoretical-methodological model that specified eight dimensions of analysis. The methodology included 7 phases: contextualization of the instruments, initial proposal, iterative review and improvement, content validation, pilot test, reliability analysis and exploratory factor analysis (EFA). The results of the pilot test, conducted with more than 100 participants, showed adequate levels of reliability and validity. The EFA found an adjusted factorial structure of the instruments, with approximate factors of 59.7% for students, 64.8% for teachers, 72.79% for administrators and 81.9% for managers, being considered acceptable and suggesting that they effectively capture the dimensions of analysis. In addition, it was observed that some items originally assigned to specific dimensions were regrouped into conceptually related factors, suggesting the need for adjustments in the initial proposals. Based on the results obtained, these instruments have the potential to be effective tools for identifying digital maturity in HEIs, providing a comprehensive diagnosis to guide strategic decisions and technology investment planning for HEIs. Future studies could be complemented with the perception of graduates and the increase of the sample.

The study aims to understand the current levels of knowledge and attitude of medical graduates toward medical ethics. A questionnaire-based cross-sectional study was conducted among 138 medical graduates via Google Forms. The collected data were analyzed using SPSS v20 and expressed as frequency and percentages. Among the 138 medical graduates with a mean age of 26.25 ± 2.55 years, the vast majority (94.2%) of participants believe that medical ethics is either significant or highly significant in clinical practice. 57.2% medical graduates feel moderately assured about resolving ethical dilemmas, 97.8% agree or strongly agree that medical ethics should be an integral part of the medical curriculum. Most respondents (80.4%) felt they handled the ethical dilemmas adequately, indicating a general sense of competence despite the challenges faced. 39.9% participants believe the current medical curriculum does not provide sufficient training in medical ethics. This study concludes positive attitudes among medical graduates toward medical ethics and their perceived competence in handling ethical dilemmas. The insights from the study underscore the importance of contextually relevant and integrated approaches to teaching medical ethics that can better prepare graduates for the ethical challenges they will face in their professional lives.

This research examined the perceptions of students and graduates of hybrid doctoral courses regarding course design, teaching and learning activities, virtual educational platforms, interaction, evaluation techniques and overall perception. The researchers used quantitative methodology with a cross-sectional survey design and a self-administered questionnaire with 33 participants. The results revealed high satisfaction with the course design and teaching activities. The participants appreciated the flexibility and accessibility of the virtual educational platform, although they reported occasional technical issues. They highlighted interaction as a crucial factor for the success of the course. The findings suggest that hybrid courses effectively meet the needs of adult learners.

Exploring perceptions of Indian graduates on the effectiveness of artificial intelligence in higher education campus hiring

IntroductionIntegrating public health functions into national health systems is essential to enhance population health. The Master of Public Health (MPH) degree is an important foundation for public health practice in low-and middle-income countries such as South Africa. However, insufficient evidence on individual motivations for undertaking the MPH and the perceptions of graduates on the utility of the degree at work and in society and its contribution to their leadership skills informed this study.MethodsA consortium of academics from eight South African universities developed a self-administered questionnaire to measure inter alia the socio-demographic characteristics, motivations, career paths, perceptions of the utility of the degree, and its contribution to their professional and personal development. The study population comprised the 2012–2016 cohort of MPH graduates from eight universities. Following informed consent, eligible graduates completed an online survey via REDCap. The data were analyzed using Stata.ResultsA total of 221 graduates completed the survey. The mean age of respondents was 35 years, and the majority were from South Africa (53.2%) or other African countries (43.2%). The majority (91.1%) completed the MPH to improve their skills or to promote their personal development for senior management and leadership roles. Approximately 75% used identified leadership skills at work, but only half these skills were obtained from the MPH. Over 80% of respondents positively impacted on their workplace and in society, using skills mostly derived from the MPH in all domains.DiscussionThis cohort of MPH graduates exercised leadership in different settings, but many stated that these skills were not obtained from the MPH programs. The COVID-19 pandemic underscored the need for public health leaders skilled in communication, collaboration, and crisis management, amidst considerations of social justice and equity. Hence, leadership skills need to be intentionally included in MPH programs in South Africa.

This study analyzes the challenges and opportunities of initial teacher education from the perspective of indigenous women graduates of the Ricardo Flores Magón Rural Normal School (ENRRFM) in Saucillo, Chihuahua. The objective was to identify the perceptions of Primary Education graduates regarding their graduation profile and their first year of entry into the Professional Teaching Service. Within the interpretive paradigm and a qualitative approach, a case study was conducted with participants from the 2017–2021 to 2020–2024 cohorts. Semi-structured interviews and focus groups were carried out, and data were analyzed using Atlas.ti. The results reveal a gap between the training received and the real demands of teaching practice, particularly in the implementation of current curricula, flexible lesson planning, and attention to diversity. Graduates acknowledge solid theoretical foundations but point out limitations in active methodologies, educational technology use, formative assessment, and inclusion strategies. They also highlight the importance of collaborative work, although they face difficulties implementing it in vulnerable school contexts. It is essential to continue strengthening a practical and contextualized approach in teacher training that addresses cultural and social diversity and incorporates graduates’ voices as key input to improve graduation profiles and study plans.

In Malaysia’s multilingual economy, English proficiency is a crucial driver of graduate employability. Despite national initiatives such as the Graduate Employability Blueprint and the English Language Roadmap, a gap remains between employer expectations and graduates’ actual communication skills. This study addresses that gap using an exploratory sequential mixed-methods design involving interviews with six human resource professionals and survey responses from 94 undergraduates across two Malaysian universities. Grounded in the Employability Theory, Human Capital Theory, and Bourdieu’s concept of Symbolic Power, where language proficiency can influence access to opportunities, the research examines employer priorities, graduate perceptions, and strategies for curriculum reform. Findings show that employers emphasize practical communication traits such as clarity, spoken confidence, adaptability, and appropriate tone over native-like fluency or grammatical perfection. Conversely, graduates often focus on formal accuracy and overlook real-world communication needs. This mismatch, described as a “language wall,” can impede career mobility even for technically capable candidates. Speaking and listening emerged as key areas for development, particularly in professional settings like presentations and meetings. The study advocates for repositioning English language education as a strategic tool for employability. Recommendations include embedding industry-specific communication modules, incorporating role-play and simulation tasks, and fostering stronger university–industry collaboration. These reforms align with Malaysia’s national development plans and Sustainable Development Goal 4 (Quality Education), promoting both workforce readiness and equitable access to professional opportunities.

ABSTRACTIntroductionHistorically, there has been a perception that the critical care (CC) job market is saturated; however, there is no confirmation about whether the job market can support residency graduates.ObjectivesTo characterize the Post Graduate Year Two (PGY2) CC residency program director (RPD) and resident graduate perceptions of the CC job market.MethodsA survey was sent to United States‐based PGY2 CC pharmacy residency graduates from 2018 to 2023. Demographics, PGY2 CC program data, and post‐residency job and job market perceptions data were collected. A similar survey was sent to US‐based RPDs. Demographics and job market perceptions data were collected. Descriptive statistics were used to summarize the data. PGY2 CC resident graduate and RPD perceptions of the CC job market were compared. The Consensus‐Based Checklist for Reporting of Survey Studies (CROSS) was utilized to ensure methodological rigor and comprehensive reporting of this survey‐based study.ResultsSurveys were completed by 51 RPDs (29.7% response rate) and 138 residents (42.3% response rate). The majority of graduates secured full‐time positions, with 111 respondents (80.4%) accepting their first‐choice job. Residents identified practice specialty, geographic location, and schedule consistency as critical job selection factors. RPDs and residents reported a predominantly balanced or favorable CC job market, with perceptions aligning across groups. Although some residents faced challenges securing positions in preferred specialty areas or geographic locations, 120 residents (87%) reported their first job matched their residency training well or very well.ConclusionPGY2 CC pharmacy residents who graduated between 2018 and 2023 successfully secured positions within their specialty, with most accepting their preferred roles. These findings suggest a favorable job market and highlight opportunities for RPDs to guide residents in navigating job market realities effectively. Further studies could explore longitudinal job satisfaction and the impact of evolving market conditions.

Employability Perceptions of Higher Education Graduates in India: A Case Study of Meerut District in Uttar Pradesh

The need to maintain educational continuity during the COVID-19 pandemic has accelerated the adoption of Open Distance Learning (ODL). However, whether ODL can adequately prepare graduates from technical disciplines, such as Quantity Surveying (QS), for industry demands has not been verified in detail. In response, this study investigates employer perceptions of QS graduates trained through ad hoc Open Distance Learning (ODL), a mode of education widely adopted during the COVID-19 pandemic. The objectives are to assess employers' views on the performance of these ODL graduates, evaluate the effectiveness of ODL in preparing QS graduates for employability, and identify strategies to improve the alignment of ODL implementations with employer expectations. Data were collected using a structured questionnaire survey from 71 employers in the Malaysian construction industry in Selangor and analysed using descriptive statistics, Cronbach’s alpha to assess reliability, and the Kruskal-Wallis’s test to identify differences in employer perceptions. The findings reveal mixed perceptions. While some employers appreciated the knowledge and general understanding of ODL graduates, concerns were raised regarding their technical skills, ability to meet industry demands, and proficiency in using industry-specific tools. Employers also highlighted gaps in teamwork, communication, and the overall readiness of graduates to handle real-world challenges. Scepticism remains regarding the alignment of ODL programs with practical industry needs. To address these issues, employers recommended involving industry professionals in ODL curriculum development, improving access to industry resources, and establishing stronger collaborations between academia and industry. These recommendations aim to ensure that future ODL graduates are better equipped to meet the expectations of the construction industry. This study emphasises the need for future ODL implementations to align more closely with industry demands, providing actionable insights for educators, policymakers, and stakeholders to enhance the employability and acceptance of ODL QS graduates within the construction industry.

The National Educational Policy came into effect in 2020 and is considered to play a vital role in developing skill-based education, which will help improve the employability of the graduating students. The paper discusses the perceptions of fresh graduates (i.e., employees) and Employers (i.e., professionals) towards skill development for employment through Architecture Education through the primary data collected. The study is about finding the missing links between employers' expectations towards fresh architecture graduates who graduated in the last 3 years from architectural colleges in Maharashtra. The questionnaire was developedon 5 5-point Likert scale,and the responses were collected from 175 students through Google Forms from the state of Maharashtra. The same data were collected from 289 employers through a set of questionnaires to understand the actual scenario of the industry and the requirements of the essential employability skills to be possessed by the fresh graduates to get them employed in the firms. The data was gathered and statistically analyzed using Statistical Package for Social Sciences (SPSS).