Vocational Education Research Articles

Perceived personal benefits from study as determinants of student satisfaction in Australian vocational education and training

Perceived personal benefits from study as determinants of student satisfaction in Australian vocational education and training

Vertical Mobility and Mental Gap of Scheduled Caste Students in West Bengal

This study investigates the complex relationship between vertical mobility and the mental gap experienced by Scheduled Caste (SC) students in West Bengal. Vertical mobility refers to the process by which individuals or groups ascend the social hierarchy, while the mental gap represents psychological barriers that often impede SC students from realizing their full potential. This research aims to elucidate various aspects of vertical mobility, examine the factors contributing to the mental gap experienced by SC students in higher education, and explore strategies to address these challenges to promote both personal development and upward mobility. To accomplish this objective, we employed qualitative documentary analysis and conducted a comprehensive review of existing literature, policy documents, and relevant case studies to gain a deeper understanding of the socioeconomic realities and educational trajectories of SC students. Our findings indicate that vertical mobility encompasses multiple dimensions, including educational attainment, career progression, and diverse social perspectives. Furthermore, we identified key contributors to the mental gap, such as internalized biases, economic constraints, and the pervasive influence of caste consciousness. By elucidating these critical factors, this study sought to propose effective strategies for bridging mental gaps and enhancing upward mobility among SC students. Ultimately, this research aims to contribute to the ongoing discourse surrounding social equity and empowerment for marginalized communities, emphasizing the urgent need for targeted interventions that facilitate the full integration of SC students into mainstream educational and social spheres.

Chinese Teachers’ Perceptions on Perceived Teacher Support and Student Engagement

This qualitative study investigates the perceptions of teachers regarding methods to enhance students' perceived teacher support and engagement at a higher vocational college in Zhengzhou, China. The participants consisted of four instructors, each specializing in different subjects. Data were collected through semi-structured interviews. The findings reveal several effective strategies that participants use to enhance perceived teacher support and suggest ways to boost student engagement. These strategies offer valuable insights for improving both perceived teacher support and student engagement in the context of Chinese higher vocational education. The study also suggests directions for future research. Keywords: Perceived Teacher Support; Student Engagement; Higher Vocational College Teachers

The introduction of content and language integrated learning of Russian as a foreign language in educational institutions of secondary vocational education: Justification of the need

The introduction of content and language integrated learning of Russian as a foreign language in educational institutions of secondary vocational education: Justification of the need

특수교육 분야에서 살펴본 고교학점제: 질적 메타분석 연구

Objectives The purpose of this study is to provide policy implications based on the implementation of the high school credit system in the field of special education in relation to the high school credit system that will be fully introduced from 2025. Methods This study conducted a qualitative meta-analysis on eight qualitative studies conducted on special schools and special classes in general high schools that have been designated and operated as high school credit system research and leading schools. Results First, it was confirmed that teachers, parents, and students agreed on the purpose and significance of in-troducing the high school credit system, but were negative about the curriculum, organization, and support sys-tem for those eligible for special education. Second, regarding the implementation of the high school credit sys-tem in the field of special education, education providers and education consumers proposed the establishment of specific systems and guidelines according to the type and characteristics of disabilities and the expansion of administrative and financial support. Third, while social awareness and environment regarding disabilities are changing, there appears to be a demand for a paradigm shift in career and vocational education for students eligi-ble for special education following the implementation of the high school credit system. Conclusions Based on these results, the high school credit system curriculum, support system, and awareness in the special education curriculum that will be implemented from 2025 were discussed and future tasks were presented.

Features of labour education of students in modern social and educational environments

Introduction. The article presents the results of investigating the problem of labor education in the context of current changes in the social and educational environments. The purpose of the article is to identify the features of labor education in modern social and educational spheres from the standpoint of continuity of the tasks of its implementation at various levels of education and consistency with the tasks of general education. Materials and Methods. The theoretical research methods include sources analysis and analysis of educational programs for different levels of education. Empirical research methods used in the study include exploration of teaching experience and a questionnaire. The survey involved: 8,850 preschool teachers from 53 regions of the Russian Federation; 317,166 parents (legal representatives) of preschool-age children from 87 regions of the country; 4,913 deputy directors of comprehensive schools, representing 61 regions; 190,080 parents of school-age students, representing 88 regions. Results. The conducted research revealed: insufficient formalization of theoretical provisions; disunity of existing individual practices of labor education, their insufficient continuity at different levels of education and consistency with the tasks of general education; low activity of parents in the implementation of tasks of labor education as the child develops, vagueness of parents’ ideas about the significance and content of labor education at different levels of education. Methodological bases and conditions for the implementation of labor education in modern social and educational environments are formulated. Conclusions. The identified features of labor education at the present stage reflect the insufficient development of theoretical and methodological foundations for organizing labor education of students and actualize the need for further study of the problem, as well as the development of a model of labor education taking into account continuity at various levels of education and consistency with the priority tasks of general, secondary vocational education and model (federal) educational programs.

Study on Skill Gaps, Employment Opportunities and Challenges in the Dairy Sector

The dairy sector plays a crucial role in the global economy, particularly in rural areas, by providing employment and contributing to nutritional security. However, this industry faces significant challenges due to a persistent skill gap that hinders its growth and efficiency. This research paper aims to analyse the current skill gaps within the dairy sector and explore the employment opportunities available. By examining industry trends, educational and vocational training programs, and workforce requirements, we identify the key skills needed for various roles within the dairy industry. Additionally, this paper investigates the barriers to acquiring these skills and proposes strategic initiatives to bridge the gap. Through a comprehensive literature review, stakeholder interviews, and case studies, we highlight the importance of targeted training programs, policy interventions, and technological advancements in addressing the skill gap. The findings suggest that a multi-faceted approach involving collaboration between government, educational institutions, and industry players is essential for developing a skilled workforce, enhancing productivity, and unlocking the full potential of the dairy sector.

Building Sustainable Societies: The Role of Technology in Empowering Momtrepreneurs of Children with Special Needs

This study investigates the technology usage patterns among mothers of children with special needs, focusing on their proficiency, frequency, and purposes of computer and internet use. The aim of this study is to reveal the level of technology use of mothers with disabled children and the difficulties they experience in this regard. In addition, this study is expected to reveal the level of knowledge that mothers have about both the use of technological devices and their applications and to guide projects and development programs to be carried out for mothers. Utilizing a qualitative research methodology, data were collected through semi-structured interviews with 16 mothers whose children attend Famagusta Special Education and Job Training School. The findings reveal that while a significant portion of the participants are beginners or lack confidence in using computers, 87.5 percent of the respondents utilize the internet regularly, primarily for accessing information related to their children’s disabilities and for entertainment purposes. Despite some mothers having received formal training in computer usage, the majority indicated a need for further education to enhance their technological skills. This study underscores the necessity of tailored programs to support these mothers in effectively leveraging technology for their personal and familial needs, contributing to broader discussions on gender equality and empowerment within the framework of the Sustainable Development Goals.

Development and Application of an AI-driven Career Education Program: Focusing on the Enhancement of High School Students' Career Attitude Maturity

Development and Application of an AI-driven Career Education Program: Focusing on the Enhancement of High School Students' Career Attitude Maturity

Research on the Teaching Reform of Environmental Art Design Course under the 1+X Certificate System

The "1+X" certificate system, namely the "diploma certificate + several vocational skill level certificates" system, is an important reform task proposed in the "National Vocational Education Reform Implementation Plan". This system aims to strengthen the integration of 1+X certificate pilot and professional construction, curriculum construction, teacher team construction, etc. through the combination of academic certificates and vocational skill level certificates, in order to improve the quality of vocational education and students' employment ability. The "vocational education + additional vocational qualifications" system in foreign countries has a high degree of similarity with China's 1+X system, both of which encourage students to obtain vocational education diplomas while actively obtaining various types of vocational skill certificates, expanding students' employability, promoting the connotation development of vocational education, and connecting vocational education with the needs of economic and social development to improve the quality of talent cultivation. For environmental art majors, this system provides new opportunities and directions for professional teaching reform.

Attitudes of Vocational Education Students toward using the Internet to Achieve Academic Motivation for Self-Learning from their Point of View

The study aimed to identify the attitudes of vocational education students towards using the Internet to achieve academic motivation for self-learning from their point of view and the relationship of this to some variables such as gender and the number of hours of daily use. The descriptive approach was used, in addition to the questionnaire, which consisted of (16) items as a tool for the study, It was applied to (150) male and female students majoring in vocational education at Al-Balqa Applied University in Jordan in the first semester of the academic year (2023/2024). The results showed that the attitudes of vocational education students toward using the Internet to achieve academic motivation for self-learning came at a high level, with a mean of (2.71) and a standard deviation of (0.60). The results also showed that there were statistically significant differences attributed to the gender variable and in favor of males. The results also indicated that there were no statistically significant differences between the estimates of the study sample due to the variable number of hours of use.

Exploring Food Processing in Natural Science Education: Practical Applications and Pedagogical Techniques

Food processing is an essential link in the chain that connects agricultural production with consumer nutrition and safety. This paper attempts to discuss how effectively food processing can be integrated into the curriculum of natural sciences to further the understanding of students about scientific principles through practical applications. Discussion of relevance to food processing prepares the ground for biology, chemistry, and environmental science, focusing on such core processes as fermentation, pasteurization, and conservation. This paper outlines how reviewing successful strategies and case studies, concept concretization of science is realized through practical activities and interdisciplinary projects, and larger goals are achieved in education for sustainability, food safety, and healthier eating. Besides, it underscores the place of technology and innovation through digital tools and virtual simulation in making the lessons interactive for the students in a career-oriented manner. The article concludes with the following practical suggestions for educators and advocates of the partnership among schools, industry, and community toward an enriched education preparing students with vocational skills.

Problems of Admissibility and Reliability of Metadata as Evidence

This paper examines the challenges surrounding the admissibility and reliability of metadata as evidence in civil proceedings. It explores the legal standards, authentication issues, and technical complexities involved in presenting metadata in court. The study analyzes key legal cases, technical methodologies, and emerging technologies that impact the use of metadata as evidence. It addresses concerns such as metadata alteration, spoliation, privacy issues, and cross-border challenges. The research highlights the importance of forensic soundness, expert testimony, and proper interpretation of metadata in legal contexts. Additionally, it discusses the application of traditional evidence rules to digital information and the evolving standards for burden of proof in electronic evidence. The paper concludes by considering future challenges posed by emerging technologies and the need for ongoing legal and technical education in this rapidly evolving field.

Mobile Adventure: RIAMOS to Strengthen the Development of Mathematical Logic and Language in Early Education in Rural Contexts

In the development of the substantive function of the link with society of the National University of Education (UNAE), the Mobile Adventure: RIAMOS project arises from the career of Early Childhood Education (EI), with the aim of building experiential learning experiences, from educational contexts that promote the comprehensive training of children in early childhood in rural contexts. Therefore, this research analyses the impact of Aventura Móvil: RIAMOS on the development of the areas of logical-mathematical relations, comprehension and expression of language in early education in rural contexts. We worked with a methodology based on a mixed approach, with a prevalence of a qualitative, descriptive and interpretative approach and a quantitative approach focused on the pre- and post-tests applied to children in rural parishes in Cañar and Azuay. Mobile Adventure: RIAMOS is a space that integrates different actors: students, parents, authorities, teachers, students in training for comprehensive education. Through the pre-test, educational needs were identified, which were strengthened throughout the class sessions through the implementation of innovative planning, relevant to reality. The post-test reflected the advances and progress made by each child with the application of the didactic strategies and activities. In summary, Mobile Adventure: RIAMOS proves to be an effective initiative to enhance the reinforcement and integral learning of children in rural environments.

Artificial Intelligence Technology Embedded in High School Science Learning: A Study of Teacher Perception

This study examines teachers' perceptions and acceptance of using artificial intelligence (AI) technology in the teaching of Sciences (IPA) in Vocational High Schools (SMK). Based on quantitative and qualitative data, the results indicate that the understanding and use of AI in teaching are still limited. Quantitative data were collected through a structured questionnaire to assess teachers' knowledge, confidence, and AI usage frequency, while qualitative data were obtained through in-depth interviews exploring their views and challenges. Although some teachers see the great potential of AI in enhancing student engagement and learning outcomes, various obstacles such as lack of training and technological infrastructure hinder optimal implementation. This articles also offers strategic recommendations for integrating AI into the science curriculum in vocational schools. Although AI has significant potential in vocational science education, its effective implementation is hindered by limited teacher training and infrastructure, necessitating strategic improvements to fully leverage AI's benefits in schools.

The effect of educational levels and gender on students’ reasoning ability and mechanical aptitude

This study aimed to investigate the impact of gender on reasoning ability and mechanical aptitude, considering disparities across different educational levels. The research involved 1,183 students aged 12 to 19 from Yogyakarta, Indonesia. The independent variables were educational levels (junior high school, senior/vocational high school, and higher education) and gender (male and female), while reasoning ability and mechanical aptitude scores were the dependent variables. Data were collected through the Differential Aptitude Test's reasoning and mechanical sub-tests, which demonstrated high-reliability coefficients. Statistical analyses included ANOVA and independent t-tests. The findings show that gender significantly influences reasoning ability and mechanical aptitude, with male students outperforming females. However, no notable differences were observed between senior/vocational high school students and college/university students. This study contributes valuable insights to the existing literature on cognitive skills, particularly concerning the impact of gender and educational levels, which can inform educational strategies and career development initiatives. Keywords: Educational level; gender; mechanical aptitude; reasoning ability; students

Implementation and Effectiveness of Project-Based Learning in the Japanese-Indonesian Translation Course

This study aims to describe two primary issues in the following case study: (1) how Project-Based Learning (PjBL) is applied, and (2) whether students can implement “proactive learning,” “interactive learning,” and “authentic learning” through PjBL. Based on the findings, we also explore an outline and framework for PjBL, specifically in a Japanese Translation course. The study examines the effectiveness and implementation of PjBL by analyzing observations and interviews with students during the project “Translation and Japanese-Indonesian Subtitling for Occupational Safety Training for Indonesian Workers in Japan's Manufacturing Industry.”The results indicate that PjBL was conducted in five steps: (1) connecting to the problem, (2) setting the structure, (3) revisiting the problem, (4) producing the product, and (5) evaluation. We conclude that by following these steps, students effectively implemented “proactive learning,” “interactive learning,” and “authentic learning.”.

АНАЛИЗ ПРАКТИЧЕСКИХ АСПЕКТОВ СОВЕРШЕНСТВОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ ФАРМАЦЕВТИЧЕСКИХ РАБОТНИКОВ В ОБЛАСТИ ВЗАИМОДЕЙСТВИЯ С МАЛОМОБИЛЬНЫМИ ПОСЕТИТЕЛЯМИ АПТЕЧНЫХ ОРГАНИЗАЦИЙ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

Currently, pharmacies are part of the healthcare system and must comply with the requirements for providing an accessible environment for people with disabilities, including providing them with the opportunity to receive the necessary pharmaceutical services. The aim of the study is to analyze the practical aspects of improving the professional competence of pharmacists in the field of interaction with people with limited mobility and disabilities in pharmacies. The texts of regulatory legal acts of the Russian Federation and also systemic and logical methods of their interpretation have been used in this study. It has been revealed that the current federal state educational standards of higher education and secondary vocational education in the specialty «Pharmacy» do not directly provide for the need to train future pharmacists in the basics of professional interaction with people with disabilities, but they establish the possibility of introducing additional competencies and/or new academic disciplines into the curricula for more in-depth training of graduates. It has been shown that pharmacists are required to have knowledge of the anatomical and functional characteristics of various groups of people with limited mobility and disabilities, their physiological states and pathological processes that directly affect their ability to receive pharmaceutical services in pharmacies. The possibility of pharmacists of pharmacies to consult people with limited mobility and disabilities on the necessary pharmacy goods online has been analyzed, taking into account possible functional disorders in these people – in various formats: text, audio only or using video communication. It has been proposed to introduce training on relevant aspects of their professional interaction with visitors to pharmacies with disabilities into educational programs for training and professional development of pharmacists.

The impact of education and training on promoting gender equality while simultaneously contributing to sustainable peacebuilding

The interplay between education, training, and gender equality is crucial in the context of peacebuilding. This paper investigates how educational initiatives can foster gender equality while simultaneously contributing to sustainable peace in conflict-affected societies. By examining the transformative role of education, This research investigate the potential to empower women and girls, challenge traditional gender norms, and facilitate social cohesion. Giving access to quality of education enables women to gain essential skills and knowledge, which are vital for their participation in peacebuilding processes. Educational programs that incorporate gender sensitive curricula not only promote awareness of gender issues but also encourage critical thinking and dialogue about conflict resolution and civic engagement. Such programs can help dismantle harmful stereotypes and foster a culture of respect and collaboration between genders. vocational training initiatives aimed at women can enhance their economic independence, which is crucial for their active involvement in peace processes. Empowered women can act as catalysts for change, advocating for their rights and contributing to community resilience. Some case studies from various regions illustrate how education and training have been instrumental in mobilizing women as leaders in peacebuilding efforts. This research discusses the importance of involving men and boys in educational programs that promote gender equality. By engaging all genders in discussions about peace and equality, communities can work towards a more inclusive approach to conflict resolution. The findings indicate that education serves as a critical foundation for building a peaceful society where gender equality is prioritized. The integrating education and training focused on gender equality into peacebuilding strategies can lead to more sustainable outcomes. Investing in the education of both women and men is essential for creating a culture of peace, reducing violence, and fostering inclusive governance. Ultimately, this approach not only benefits individuals but also strengthens communities and contributes to broader societal stability.

Effectiveness of Field Experience Program in the United Arab Emirates (UAE): A Mixed-Methods Study of Stakeholders’ Perceptions in the Light of Vision 2030

The quality of field experience training is vital for the pre-service teachers’ professional development. However, limited research works on field experience training programs limits the formation of optimised educational policies in the UAE. Further, proper understanding of the stakeholders’ perceptions is essential for forming suitable educational policies. Therefore, this study employed a mixed-methods model to investigate the perceptions of pre-service teachers and instructors about their field experience training. The pedagogic standards set by Danielson was used as the framework for assessing the perceptions of the participants regarding their pedagogy. Further, ‘Bem’s self-perception theory’ was applied while making detailed assessments on the perceptions of participants. By using a random sampling method, 113 pre-service teachers and 15 instructors were recruited. Descriptive as well as inferential statistics was used for the quantitative assessments whereas thematic analysis was used in the qualitative phase. Quantitative analysis suggested that most of the respondents perceived that they are well-prepared for the professional teaching career. However, some respondents indicated that stakeholders have little role in the decision-making process and there is a lack of opportunity to interact with the parents/community. The qualitative analysis also affirmed the lack of stakeholders’ involvement. Other significant factors include: insufficient co-ordination, conflicts with mentors, inadequate training, and lack of exposure to research. Consequently, this study has made suggestions for rectifying these issues. It is anticipated that findings of present research will add on to the essential knowledgebase for achieving the goals set for education sector, as per UAE’s Vision 2030.