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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.

While transition programs are widely used to facilitate newly graduated nurses transition to healthcare settings, knowledge about preconditions for implementing such programs in the hospital context is scarce. The purpose of this study was to explore program coordinators’ perspectives on implementing a transition program for newly graduated nurses.

An explorative qualitative study using individual interviews. Total of 11 program coordinators at five acute care hospital administrations in a south-west region in Sweden. Data was subjected to thematic analysis, using NVivo software to promote coding.

The following two themes were identified from the analysis: Create a shared responsibility for introducing newly graduated nurses, and establish legitimacy of the program. The implementation process was found to be a matter of both educational content and anchoring work in the hospital organization. To clarify the what and why of implementing a transition program, where the nurses learning processes are prioritized, was foundational prerequisites for successful implementation.

This paper illustrates that implementing transition programs in contemporary hospital care context is a valuable but complex process that involves conflicting priorities. A program that is well integrated in the organization, in which responsibilities between different levels and roles in the hospital organization, aims and expectations on the program are clarified, is important to achieve the intentions of effective transition to practice. Joint actions need to be taken by healthcare policymakers, hospitals and ward managers, and educational institutions to support the implementation of transition programs as a long-term strategy for nurses entering hospital care.

Drawing upon social exchange theory and self-determination theory (SDT), this study investigates the influence of psychological empowerment (PE) on innovative work behavior (IWB) among faculty members in Iraqi institutions of higher education. Additionally, this study aims to explore the role of inclusive leadership (IL) as a mediator between PE and IWB. Academic institutions are vital contributors to economic expansion through their research and the development of highly qualified graduate employees.

To test the developed hypotheses, a quantitative approach was used with structural equation modeling via partial least squares (PLS-SEM) and bootstrapping estimation. The analysis was conducted using 497 responses.

The results of this study demonstrate that PE has a positive impact on IWB among faculty members. Furthermore, IL mediates the relationship between PE and IWB.

This study contributes to the existing literature by highlighting the significance of IL in encouraging employee participation in organizational change. The findings also suggest that IL plays a crucial mediating role in the relationship between PE and IWB among faculty members in Iraqi institutions of higher education.

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.

This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania.

A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work.

The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions.

The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

This is the first meta-analysis evaluating the association between mentorship and TPD.

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

This study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?

This paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.

This study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.

This study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.

This paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

Introduction: Work-based learning (WBL) bridges the gap between academic theory and exposure to real-life situations where students’ knowledge is filtered and applied to relevant workplace environments.

Purpose: This study aims to examine students’ and employers’ voices on their perspectives of WBL. It focuses on students reading for an undergraduate degree in Bachelor’s in Commerce in two majors, with a specialisation in Public Policy at the University of Malta.

Methodology: Questionnaires were sent to students to obtain their views on the experience and benefits of WBL. This was followed by structured interviews conducted with employers and undergraduate students to provide an overview of their respective work-based experiences. WBL providers were asked to draw up reports on the students’ performance. The feedback which emerged from the structured interviews on the nature of these experiences was analysed. These tools helped to calibrate and refine the nature of these practices.

Findings: The study’s findings show that WBL experiences help students increase technical knowledge, improve their soft skills, and learn new tools, sought after by employers. Feedback emanating from employers’ perspectives serves to temper the University course curriculum to ensure that it is relevant to the requirements of modern-day society.