Search results

Vocational education in Hong Kong suffers from an image problem. Stakeholders often perceive it as a second-best option for those who fail to advance in academic education. In 2016, to promote vocational education, the Hong Kong government launched a publicity campaign and rebranded vocational education and training (VET) as vocational and professional education and training (VPET). This study critically analyzes the new discourse crafted by this campaign and assesses its potential to change VPET’s status.

This study applies critical discourse analysis to the set of television public service advertisements produced as part of the government publicity campaign.

The messaging of the publicity campaign consists of two major discursive strategies. One stresses the ability to find self-fulfillment through VPET. The other stresses the academic ability and middle-class status of VPET students as well as the non-manual and high-end career opportunities for graduates. While the first strategy offers a new basis on which to value VPET, the second recreates assumptions about the value of academic achievement and what constitutes respectable employment, even as it attempts to challenge stereotypes. It reinforces that the ultimate goal of education is financial gain and social status. It overlooks other values of education and the potential value of VPET in enhancing individual choice and agency.

Discourse analysis does not provide information about audience perceptions and interpretations.

The government could consider reframing their messaging in terms of the diverse values and experiences of VPET students. Highlighting the values that VPET students themselves see in their education provides alternative discourses that can better challenge hegemonic ideas.

To the best of our knowledge, this is the first discourse analysis of the government’s publicity campaign to promote VPET.

This paper aims to clarify how business education has and should incorporate more resources, policies and stakeholder engagement towards the incorporation of sustainability, by conducting a literature review on sustainability in business and international business education and proposing future opportunities for researchers and practitioners.

The authors take a systematic, qualitative analysis approach to evaluate multidisciplinary literatures on sustainability in business education. The authors identify 192 qualifying papers published in 68 journals between 2015 and 2023.

The authors propose five categories of education solutions. Four of them are integrated, in two macro–micro levels: university (stakeholders and shared-mindset change) and student (pedagogical methods and curriculum); and one at meso level: international business (holistic integration) serving to unify the university and student levels.

The review highlights the value of applying a holistic approach and interdisciplinary pedagogical methods in future research on sustainability education in business school to effectively prepare future business leaders to contribute to a more sustainable future.

Insights from this review can usefully guide scholars and programme directors in their future research and administrative efforts towards business curriculum design, stakeholder management and policy-making.

The findings highlight how by embracing holistic perspectives, proper policies and self-awareness, business education shapes the mindsets and skill sets of the next generation of socially conscious practitioners.

The review stands out as one of the few that offers a forward-looking trajectory for the adaptation of international business education in response to sustainability challenges, through a holistic perspective.

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures.

To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables.

First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners.

Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds.

This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted.

In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals.

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.

The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).

In total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.

The results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.

Like many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.

The integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.

As none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

Digital technology's integration into education has transformed learning frameworks, necessitating the exploration of factors influencing students’ engagement in digital informal settings. This study, grounded in self-determination theory (SDT), proposes a model comprising artificial intelligence (AI) competence, chatbot usage, perceived autonomy (PA), digital informal learning (DIL) and students’ engagement.

The study collected survey data from 409 participants at Saudi Arabian universities, ultimately using 387 valid responses for analysis. This dataset was subjected to a thorough examination to confirm the validity of our proposed model. To decipher the complex interactions within our model, we utilized partial least squares structural equation modeling (PLS-SEM). The study adopted a disjoint two-stage method to formulate a reflective-formative higher-order construct (HOC).

The study's findings showed that cognitive learning (CL), metacognitive learning (MCL) and social and motivational learning (SML) are the essential components of DIL. Significantly, the study determined that AI competence, chatbot usage, PA and DIL markedly affect students’ engagement. Moreover, the R² value of 0.592 for student engagement indicates the model's robustness in explaining 59.2% of the variance, highlighting its effectiveness in identifying key drivers of student engagement in DIL contexts.

This research enhances understanding by detailing the intricate relationships among AI competence, chatbot usage, and students’ engagement in informal digital learning. It extends SDT to emphasize intrinsic motivations and AI capabilities, introducing reflective-formative HOCs for comprehending educational intricacies. It provides practical strategies for enhancing AI abilities and chatbot use in education, promoting personalized, engaging and autonomous digital learning spaces, thereby advancing educational theory and practice.

Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.

The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.

Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.

This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.

The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.

The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

The aim of the article was to compare the learning outcomes of the same content in the form of a traditional analogue lesson and in the form of a virtual reality (VR) lesson with the use of head-mounted display (HMD).

The study included one biology lesson conducted in 4 groups of a dozen people and one biology lesson in VR carried out individually on 75 people. The respondents completed the knowledge test, a questionnaire before and after the class regarding the attitude to new technologies, and feelings after the lesson. The researchers used detailed observation sheets (subjects' behaviour and the dynamics of the lesson). The obtained results were analysed statistically through lesson type (traditional/VR), respondent type (technology enthusiast/non-enthusiast) and question type. The Mann–Whitney U test, t-student and chi-squared (?²) test were used.

The average of the overall results in the knowledge test was similar in both groups (16 points; ±SD 2.13), slightly better for the analogue group and for the non-enthusiast group. It was found that VR hinders the acquisition of knowledge by tech enthusiasts, who perceive it primarily in the play paradigm. However, it encourages the learning of technology sceptics, who quickly discover a passion for exploring the virtual world. It was clearly indicated, quantitatively and qualitatively, how the technology modalities directly influenced the learning outcomes.

The article offers fresh insights into how students' perceptions of the educational process can be transformed through the integration of VR. The compelling findings and nuanced analysis provide a robust foundation for exploring new frontiers in educational technology.

This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives?

The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source.

The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them.

The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered.

This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning.

The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect.

Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.