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Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

This study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL.

The present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

The findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy.

This study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community.

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability.

A case study method is used to document SI projects initiated by an HEI programme in rural India.

It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial.

This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.

One of the crucial elements of addressing global climate challenges through urban tourism is the continuing existence of urban forests. The reasoning is that the ecological attraction of urban forests can impact visitors’ intention to conduct pro-environmental behavior, including low-carbon actions. Thus, more visitors to urban forests will positively affect enhancing the quality of the urban environment. However, the extent to which ecological attraction can influence pro-environmental behavior warrants further investigation due to the complexity of psychosocial factors that impact behavioral intention. The main objective of this research is to examine the effects of the ecological attractiveness of urban forests on the pro-environmental behavior of visitors by exploring motivation, ecological experience, perceived value and knowledge as mediators. Moreover, whether the nature of the urban forest and facilities attract visitors simultaneously is also studied.

Data were collected from 615 respondents who visited three urban forests in Bandung, the second-most populous city in Indonesia, by five-point Likert questionnaires. As an analytical tool, SEM PLS was applied to establish the effect of the ecological performance of the urban forest on the increase in environmentally conscious behavior among urban forest visitors.

The findings demonstrate that the attractiveness of an urban forest affects the growth of environmentally responsible behaviors. Nonetheless, the attractiveness of urban forests is dictated more by their infrastructure than their ecological function. On the contrary, the visitors’ knowledge level can improve their motivation, environmental experience and perceived environmental value. These findings show the significance of developing educational programs with an emphasis on the experience of the visitors so that their ecological performance can contribute to improved low-carbon behavior. In conclusion, this work contributes to the management of sustainable urban tourism.

This work also has some limitations. First, the medium R-square on intention behavior to low-carbon action suggests investigating other influential factors to produce a more robust conscious behavior. Mkono and Hughes (2020) mention that many complex factors that cause positive intention do not necessarily lead to environmental action. Thus, many psychosocial variables need to be explored in different models. Second, the convenient sampling used here does not represent the whole population, making generalization difficult. Thus, further work needs to apply more rigorous sampling techniques to validate the findings. Further investigations may also need to be conducted in other urban forests in another Asian country with a similar and different social context for benchmarking, as this study found that the type of attractive urban forest design is a more dense forest, which differs from other studies based in Europe. Exploring more influencing behavioral factors of pro-environmental action in the model is also suggested. Thus, we could contribute more to support recreational activities in urban forests.

As an implication for planning an urban forest to increase its recreational function, the authors illustrate the importance of producing educational programs. Although the improved knowledge of visitors has been shown to strengthen their commitment to perform pro-environmental actions, the mediating role of motivation, experience and perceived value reveals that some activities are required to achieve visitor motivation to actual behavior. Consequently, designing an urban forest requires not only the enhancement of eco-attractions and artificial elements for the convenience of visitors but also the development of an environmental education program that can improve visitors’ environmental experience and perception of ecological value. The designed educational program may use an experiential education approach incorporating objective knowledge of Earth’s current state. The urban forest education program must encourage visitors’ connection and participation with nature. Moreover, knowledge and information about Earth’s environmental quality can increase visitors’ perceived value, ensuring that their activities in the urban forest contribute to improved health, environmental quality and social environment. Thus, with well-managed and provided education, they are encouraged to adopt low-carbon action because it complements their contribution to a better quality environment.

The theoretical contribution of this research is generated through the role of urban forest attractiveness in the intention to conduct low-carbon action, which influences solutions to existing urban environmental problems. This work exhibits that both ecological attractiveness and attractiveness of artificial elements in urban forests can attract visitors and subsequently boost their outdoor recreation motivation, ecological experience and perceived value and then turn them to boost their intention to conduct low-carbon action. The physical characteristics of a site are behavioral stimuli that can increase a person’s motivation, experience and perception of the value of the environment, thereby increasing their intention to engage in low-carbon actions. This environment behavioral construction is fundamental in understanding that urban forests offer ecological benefits and influence the social quality of urban communities. Nevertheless, without visitor activity, urban forests are merely physical entities that become increasingly demanding to maintain. Due to this, an urban forest that is socially active and has an influence on promoting environmentally conscious behavior is needed, and its presence is becoming ever more crucial. This work shows the significance of integrating psychosocial approaches into managing tourism in urban forests.

Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI).

The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria.

With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT.

Our findings have implications for higher education practitioners, industry experts and employers of labor.

Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.

Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.

Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.

The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.

The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.