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Purpose – This study aims to describe the planning of learning, learning organizing implementation, and evaluating the learning of Bahasa in a high school in Lhokseumawe.

Methodology – The research method was descriptive analysis with a qualitative approach. Data collection used the techniques of observation, interview, and literature review. The subjects of research were the principal, vice principal, Chairman of Department, and Bahasa teachers in the high school. The data obtained were analyzed with the technique of reduction, display, and verification.

Findings – The results showed that the lessons plan in the high school have been compiled by the Indonesian language/Bahasa teachers, including analyzing subjects, drawing up the annual and semester programs, and syllabus. All the planning of learning Bahasa have been well structured and documented. The implementation of the orientation direction or Bahasa Learning is adapted to the needs and level of education. The implementation of study conducted showed the positive things in accordance with the school-based curriculum.

Research Limitations/Implications – Organizing learning Bahasa also showed the positive things based on the management system. Bahasa teachers carried out their roles and their responsibilities based on their job description. This condition has brought positive influence on the quality of learning Bahasa which shows an increase from year to year.

Practical Implications – Activities and aspects of the Bahasa learning adapted to the assessment are based on the syllabus and compiled lesson plan. The evaluation phase is applied to improve the learning activities. This form of evaluation was done either by oral or writing.

Originality/Value – This is the first research to identify learning management of Bahasa in senior high schools in Lhokseumawe.

Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date project data for a new generation of students who will be “BIM natives” and can “think in BIM”. This paper aims to elaborate the concept of BIM as a learning environment so that it can be produced for Architecture Engineering Construction (AEC) educational purposes.

The complementary theoretical lenses of Experiential Learning, Structuration Theory and Systems Theory are adopted for conceptualising a BIM-enabled Learning Environment (BLE).

The BLE is proposed in the form of a social system embedded within both the education system and the industry system. The BLE is described in terms of its structures and component subsystems, inputs, outputs and flows at different scales.

In this initial paper, the BLE is merely outlined and its constituent structures alluded to. Further investigation is required to fully detail the BLE.

By describing the identified structures in still more detail, the BLE can be understood to the extent that it can be reproduced in practice for actual learning. This is the goal and expectation going forward.

The derived BLE is described in social terms and this reflects the centrality of social activity to both building and learning. Technology, processes and traditional industry roles are subordinated into supporting functions. This potentially offers opportunities for learners to reflect on all of these and to consider ways of improving them.

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

This chapter discusses female managers’ and entrepreneurs’ views on lifelong learning. The main empirical data were drawn from interviews with 67 women participating in training and coaching programmes in South Savo, Finland, in 2017–2021. Many of the women belonged to the working sandwich generation (WSG). The particular focus was on how lifelong learning relates to these women’s careers, wellbeing at work, work–life balance and search for meaningful lives. A model integrating women’s earning, learning and meaning aspects of work and life was developed. The findings of the study show that considering women’s fragmented work careers, lifelong learning is often crucial for them. For an individual, opportunities for lifelong learning and meaningful work assure personal development, wellbeing at work and a sustainable career. For employing organisations, offering opportunities for learning and meaningful work for their employees constitutes a competitive advantage.

Purpose – The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students’ science process skills and science attitudes.

Design/Methodology/Approach – The pre-experimental design, which is a mixed method approach is used in the study that included a pretest-posttest one group model and descriptive quantitative.

Findings – As a result of data analysis that STEM learning significantly enhances students’ science process skills and attitudes toward inquiry instruction. This study examines how participation in a semester long inquiry-based STEM learning project that involves interdisciplinary skills, sociological research on attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students.

Research Limitations/Implications – Quantitative research is needed to determine the more common effects of learning outcomes. However, this study only determines a self-assessment on science attitudes. The other one is a limitation on the participants and reviewing aspects of learning with more variables in order to obtain more optimal results.

Practical Implications – The results of this study have practical implications in terms of hands-on activities. The learning model can be used to explain the concept of multidisciplinary studies and particularly to students and their parents. It will be a useful model for lecturers, personal tutors, and any other practitioners involved in hands-on activities.

Originality/Value – This paper innovative at a conceptual level of education development for students, graduates, and it is very simple descriptive papers. It will be of value to anybody with an interest in education competitiveness issues.

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues and the critical barriers toward addressing them. Despite recent research contributions, initiatives, and calls for action to focus on such concerns, relatively little is known about the different barriers that hinder learning about grand challenges. To explore these issues, we draw from Rayner’s (2012) concept of uncomfortable knowledge, defined as knowledge that is disagreeable to organizations because it may challenge their value base, self-perception, organizing principles, or sources of legitimacy. Focusing on the example of recent programmatic attempts to advance “responsible education” in business schools, we identify three barriers to learning about grand challenges: Cognitive overload, emotional detachment, and organizational obliviousness. We conclude by outlining several implications on how to overcome these barriers, adding to recent academic and policy debates on how to make business school education more attuned to the transformational and social challenges of our time.

How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect.

This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research.

The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project.

While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world.

The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data.

This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.

Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater synthesis between the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education.

The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field.

A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment.

This review was limited to the academic literature published in English from 2007 until January 2018.

BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts.

The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.

Purpose – This study aims to examine how the task-based learning model influences the motivation of students of the Social and Political Sciences (FISIP) Department at Universitas Malikussaleh in learning English. Also, the present study attempts to find out the effectiveness of the implementation of this model in the English class as well as assess their attitudes toward the use of the model. This research involved 35 students of the first semester who were doing the English-I course.

Design/Methodology/Approach – This research combined a qualitative and quantitative approach with a direct application procedure through experimental study. The data were collected through a test, questionnaire, and interview.

Findings – The result shows that the task-based learning model helps non-English students to improve their English proficiency which in turn increases their motivation to learn English and therefore their attitudes toward using this model in their classroom is positively seen as a better way to learn English.

Research Limitations/Implications – Unlike many findings on similar studies, this research found that motivation cannot be utilized to predict grades in the peripheral university. New approaches should be developed to find out the predictors for student grades.

Practical Implications – To understand the influencing aspects for students’ grades attainment, more variables should be used. Both internal and external motivation factors failed to predict students’ grades.

Originality/Value – Research on students learning motivation specifically at the peripheral university has been studied.