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The main purpose of the study to identify the importance of computer devices in vocational studies for person with disabilities (PwDs) are as follows: This study aims to observe the role of computer training in vocational training of a PwD. This study plays an important role in the vocational training of a PwD. With the help of ICT curriculum, effective vocational training is possible to help the trainee, the parents, the professional, the employer and the community easily. It builds awareness about career and employment options for individuals with disabilities.

The present investigation is descriptive research. The study has divided in to two phases such as—in the first phase of the study, the researcher has developed the tool for demographic data of PwDs. The tool is described as depth in following: There are two tools, the first tool had 16 different items related to demographic information of PwDs and the second one had 18 different items are related to computer skills and ability. The second questionnaire was a close-ended questionnaire. It was developed based upon the VAPS, BASAL-MR questionnaire developed by NIMH have questions on disability condition, management, policies, training and services available for PwDs. There are some basic areas in the tool are related to personal, academic, communication, vocational and recreational skills. The researcher had sent the questionnaire to the seven expert members related to disability for modifications. The researcher had modified and improved the tool as per expert advice. The role of the researcher in this research was to pose the research question and create conducive atmosphere to discourse, in order to encourage the participants to give the answer correctly. The researcher had prepared findings and a conclusion on the basis of the score obtained by PwDs. For the second phase of research, the researcher conducted interview with PwDs to assist the information related to computer skill training and importance in vocational potential for PwDs Participants: The sample selected for the study was 50 PwDs participants including 36 female and 14 male participants with benchmark disability (above 17 years of age) enrolled in the vocational unit in Uttar Pradesh. Purposive sampling was used for sample selection. Procedure: At the beginning, the investigator met with the concerned authority of the respective institutions for identifying the PwDs. And researcher had also contacted to parents and PwD for the present study. The data were also gathered by interviewing PwDs with help of their parents and PwDs. The investigator interviewed them by the help of self-made tools. On the whole, 50 individuals with disability were interview for present study.

The PwD mostly depends upon their family due to lack of job or livelihood skills. Anyone can obtain a job/business with help of vocational training or job training. In order to live an independent life, with social surroundings, basic vocational skills is desirable. PwDs is able to hold gainful employment or manage their daily financial activities with computer skills easily. ICT skills are very easy and useful to reading and writing, understand decision-making, logical thinking, problem-solving and so on.

The future research may guide parents and service providers, belonging from different geographical areas how to train the PwD. The study will indicate researches to guide parents to select appropriate job options for a PwD. Resources related to computer training for PwDs are very limited. In future, the research may conducted in specific disability for better output.

This study plays an important role in the vocational training of a PwD. Computer-based training model is easily implementable, cost-effective and accessible all over India. With help of new technology, the vocational training becomes systematic and structured for PwDs. Individual and group guidance is available for large and small groups all over India for PwDs. Computer-based instructions are clear and easy instructions for PwDs, and it avoids the unnecessary confusion of parents regarding the vocational training programmes of their PwDs. Computer-based vocational training is helpful for better employment options for PwD.

The attitudinal barrier will be reduced with computer training. The study will help in the training of the PwDs in different job roles. Computer training in the vocational curriculum will make the training part easy for trainers and PwDs as per his requirements. There are many organizational barriers to technology adoption are particularly problematic given the growing demands and perceived benefits among students about using technology to learn.

This paper adds new and significant information since it focuses on a specific group of persons who are disabled and the significance of using technology in learning. In conclusion, the findings in this study have valuable implications for PwDs, special educators and parents. This study creates effective in increasing positive atmosphere for PwDs in society and increases inclusion at vocational training centres. Therefore, it is important for technology base vocational training and education.

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.

This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.

The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.

Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).

While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

The main aim of this paper is to establish a reasonable and scientific evaluation index system to assess the high quality and full employment (HQaFE).

This paper uses a novel Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) multi-criteria framework to evaluate the quality and quantity of employment, wherein the integrated weights of attributes are determined by the combined the Criteria Importance Through Inter-criteria Correlation (CRITIC) and entropy approaches.

Firstly, the gap in the Yangtze River Delta in employment quality is narrowing year by year; secondly, employment skills as well as employment supply and demand are the primary indicators that determine the HQaFE; finally, the evaluation scores are clearly hierarchical, in the order of Shanghai, Jiangsu, Zhejiang and Anhui.

A scientific and reasonable evaluation index system is constructed. A novel CRITIC-entropy-TOPSIS evaluation is proposed to make the results more objective. Some policy recommendations that can promote the achievement of HQaFE are proposed.

This study aims to explore the opinions of Built Environment Professionals (BEP) on the usage of fourth-generation digital technologies in the construction industry.

This study adopts a qualitative research approach and conducts semi-structured interviews with Black, Asian and Minority Ethnic (BAME) professionals to explore the adoption and utilisation of fourth-generation digital technologies in the construction industry. The semi-structured interviews allowed the participants to elaborate on their experiences, and thematic analysis was employed to identify and analyse significant themes related to the topic.

Accounts from BAME construction professionals reveal that the increased popularity of fourth-generation digital technologies, also known as Industry 4.0 technologies, does not necessarily result in increased usage. This is because many of these new technologies have not been embraced and are unpopular in certain circles. A more significant revelation is the impact of BAME community settings on determining the career pathways of most individuals, which often do not support the construction or digital technology pathways within the construction industry.

Research targeting ethnic minorities may not necessarily yield a large response due to the sensitivity of the issues raised. However, conducting a nationwide research with a larger sample size drawn from various locations in the UK could achieve more robust findings and uncover additional issues. Meanwhile, the results of this research can serve as a framework for more extensive investigations.

The research offers valuable recommendations to industry and academia regarding the need to address the specific challenges faced by the BAME community in terms of digital technology adoption. These issues are often overlooked in most discussions about digital technology.

The study provides critical recommendations that are relevant to Further and Higher Education (HE) institutions, industries, construction organisations, government bodies, etc. Recommendations include a call for collaboration between educational institutions, industry partners and local communities to facilitate awareness and orientation programmes within the community.

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.

The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.

This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.

This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

This paper gives the background to the ISO 18404:2015 standard and explains its rationale. It aims to rebut the Oudrhiri et al. (2022) paper. Furthermore, this paper adds further evidence of the misplacement and unfitness for use of the standard, as evidenced in the previous work by Antony et al. (2021, 2022).

A point-counterpoint methods approach with a literature review of studies available on ISO 18404:2015 to respond to the Oudrhiri et al. (2022) study.

The findings indicate that Oudrhiri et al.'s (2022) work is not open minded in relation to ISO18404. Each point raised in the Oudrhiri et al. (2020) study has been answered and counter argued.

Other than Antony et al.'s three studies (2021 and 2022) and Oudrhiri et al.’s (2022) study empirical studies looking into the impact of the ISO 18404 standard in the literature were limited. As the literature has shown, many companies are not utilising the standard given its current format; hence, a lack of information relating to the practical implementation is sparse.

The findings indicate that Oudrhiri et al.'s (2022) work can be answered and counter argued.

This study consolidates and strengthens the findings from the three studies by Antony et al. (2021 and 2022) and acts as a rebuttal to the Oudrhiri et al. (2022) study.

Vocational education and entrepreneurship are constantly increasing in research fields. However, what is the current state of vocational education and entrepreneurial research? Where will the area go next? These questions are still unanswered; thus, this study tries to map the research landscape of the study area to get insights and provide directions for future research.

This research collected extant literature on vocational education and entrepreneurship using Scopus scientific database. Bibliometric analysis has been performed to extract insights from 175 documents published in the study area. Content analysis on the extant literature has also been committed to getting contextual information and developing an integrated research framework for future researchers.

The bibliometric analysis revealed that training, career choice, curriculum, self-employment, student psychology, better job opportunity, learning environment and innovation are the most discussed in the vocational education and entrepreneurship literature. Developed nation’s strong presence, indicated by the number of publications in the field.

This study significantly contributes to entrepreneurship by disclosing advances in the literature and some of the most active research fronts in this sector, delivering insights that have yet to be wholly appreciated or appraised. The study also developed an integrated framework that could benefit various vocations, education and entrepreneurship stakeholders.

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.

By examining types of literacies taught by public libraries and the modes through which these programs were offered, this study aims to explore how public libraries might integrate data literacy training for the general public into existing library educational programs.

This study examined programs offered in 30 US public libraries during 2019 and 2020 to better understand types of literacy education announced to the public through library website listings and Facebook Events pages.

While public libraries offered educational programs in literacy areas ranging from basic reading and writing to technology, vocational skills, health literacy and more, data literacy training was not widely offered. However, this study identified many already-existing programs highly compatible for integrating with data literacy training.

This study offered new insights into both the literacies taught in public library programs as well as ways for public libraries to integrate data literacy training into existing educational programming, in order to better provide data literacy education for the general public.