Studies have persistently justified high employment among youths as being created by skills disparity (Yiga, 2022). Skill mismatches have been constantly cited as a significant barrier to achieving better employment (Namuliira et al., 2025). Therefore, this study conducted a comparative analysis of the average differences between employed and unemployed TVET graduates. This study is part of the main study conducted to investigate the determinants of employment prospects of TVET graduates in Uganda’s job market with a focus on skills acquisition, programme structure, and graduate characteristics. The data collection was done in three government-aided TVET institutions in central Uganda. While the study targeted about 7000 TVET graduates who had graduated between 2019 and 2024, the Morgan (1970) sample size formula allowed 365 respondents (TVET graduates) using a P of 0.5, a margin of error of 5%, and a chi-square value of 3.841 for a 95% confidence level. Eventually, simple random sampling was employed to ensure a more representative sample and an equal likelihood of participation in the study. TVET graduates who had graduated outside the considered range (2019- 2024) were excluded from participation in the study. These were believed to be affected by other factors outside the control of the study. A survey questionnaire was designed in Ms. Word and later digitized in the Kobo Collect online data collection platform to aid in data collection and faster data processing. Using an independent t-test, the mean skills acquired at various TVET institutions were compared between the employed and non-employed TVET graduates. Socioeconomic factors such as sex, residence type, TVET institutions attended, field of study, internship, main type of work, training funding, mode, and qualifications obtained were captured as essential covariates. Significant differences were seen in social skills, practical technical skills, use of tools, and equipment skills. Likewise, soft skills seemed to differ between the two groups. This ranged from communication, teamwork, and collaboration, as well as work discipline. The findings revealed that TVET graduates who had a good combination of these skills found it easy to penetrate the job market and find employment.
This study examines the structural and socioeconomic factors shaping the educational experiences of Black students in Texas, with particular emphasis on disparities in K–12 education and transitions to higher education. Drawing on statewide administrative data from the Texas Education Agency, the Integrated Postsecondary Education Data System, and related national datasets, the analysis evaluates patterns in enrollment, special education participation, gifted program representation, disciplinary actions, graduation outcomes, and college enrollment trends. Findings indicate that while Black students constitute approximately 12–13% of Texas public school enrollment, they are disproportionately represented in special education programs and disciplinary actions and underrepresented in gifted and advanced academic programs. The study also highlights the persistent influence of poverty, as more than three-quarters of Black students in Texas public schools are classified as economically disadvantaged. These structural inequalities contribute to lower college readiness rates and declining enrollment in higher education institutions over the past decade. The paper further examines the roles of teacher diversity, culturally responsive pedagogy, and career and technical education (CTE) as potential pathways to improve educational outcomes. The findings underscore the need for coordinated policy reforms addressing both systemic socioeconomic barriers and institutional practices within schools to promote equitable educational opportunities for Black students in Texas.
The paper profiles the characteristics of 2,800 college student users of brief psychological counseling. Student Assistance Program (SAP) external provider AllOne Health made available their archival data during 2020 to 2024 for the study. The sample had 36 institutions of higher education located across the United States. About half of cases attended large, for-profit, private universities. Median school size was 10,264 enrolled students (range 200 to 37,921). The average case was 30 years old (range 18 to 75; only 27% in traditional undergraduate age range of 18-24). Results identified mental health issues as the most common issue (61%: subtypes of anxiety 23%, depression/grief 16% and other emotional 22%), followed by personal relationships (19%), personal life stress (17%), 2% family, 1% academic and <1% substance. The typical case used 3.5 counseling sessions (range 1 to 9) over 47 days (median 24). Almost all cases received treatment via remote access (89% online video; 10% phone). Also, 11% of cases had a short call with a counselor during intake (“in-the-moment” care) and 7% used life coaching. Age was correlated with some issues but other factors were unrelated to why students used the counseling for different issues (year, during vs after pandemic, school characteristics). Comparisons to national norms from on-campus mental health centers and employee users of employee assistance program (EAP) counseling are presented with age being a difference factor. Limitations and clinical implications are discussed.
The paper profiles the characteristics of 5,604 users of work/life services from a Student Assistance Program provided by AllOne Health during 2020 to 2024. Archival real-world data was analyzed retrospectively. The sample featured students who attended 29 institutions of higher education located in the United States. Most of the sample (95%) attended large, private, for-profit universities and 98% were at schools featuring either a fully online or a hybrid model of instruction. The average case was 36 years old (range 18-75) with only 8% in 18-24 year age group. Results identified concierge type support for personal life needs was used most (44%), followed by referrals to a financial advisor for credit and money problems (36%), referrals to lawyers for personal legal issues (12%), help finding childcare (4%) and other services (4%). 15 case examples are provided. Just 6 of 32 tests exploratory tests examining correlates of service use yielded results and all were only small size effects. Younger age students used childcare support more while older age students used legal support more. Service use was similar during the COVID-19 pandemic compared to afterwards. School characteristics had few meaningful associations with service use. Compared to a normative profile of work/life services use over 59,000 among employees, the SAP use profile had relatively more users of personal life and financial supports but fewer users of legal support. Study limitations and implications are discussed.
The study explored the dynamic and shifting nature of swearing within Filipino culture. Through a qualitative-descriptive methodology, the researchers investigated the perceptions, contexts, and societal impacts of swear words, utilizing written interviews and convenience sampling to gather insights from participants. Findings revealed that swear words, once taboo, are increasingly normalized due to their representation in media such as television, movies, and social media platforms. Participants emphasized the duality of swear words, which can either foster camaraderie or provoke conflict, depending on the context and relationships between speakers. Media's role in shaping perceptions was evident, with respondents expressing concern over the desensitization caused by constant exposure to profanity. Emphasizing the need for media literacy programs to educate individuals, especially the youth, the study implicated the use of swear words and the importance of context in communication. It also recommended stricter regulations on the use of profanity in the media targeting younger audiences.
This paper explores the application of closed-loop control systems in educational management to enhance learning personalization, real-time feedback, resource optimization, and the predictability of learning outcomes. Feedback control loops originated from the engineering discipline that uses feedback schemes to check and balance as needed to correct variations from a set goal. When applied to education, they make it possible to use flexible approaches and provide students with effective teaching methods that meet their requirements and stimulate interest in learning. The study utilizes methods such as case studies, simulations, and critique of closed-loop systems related to individualized education. Results indicate significant benefits: greater participation by the students, effective use of resources, and quantifiable results based on educational objectives. The incorporation of real-time feedback processing allows for dynamic teaching adjustments, effectively addressing the gap between fast and slow learners and ensuring thorough concept reinforcement. Furthermore, the work of the framework relates to the change from standardized and formal behavioral patterns in general to flexible and scientifically based learning conditions. These findings are particularly relevant in developing the concept that a closed-loop system could revolutionize conventional concepts in education by responding to learners' needs by providing individual instruction. This innovative methodology has implications in policy, especially regarding the design of curriculum and assessment practices, which means that there is a need for a revolutionary framework that is flexible enough to meet the learning needs of all children while utilizing resources efficiently.
This study examines long-term career implications of online versus traditional education using nationally representative data from the Baccalaureate and Beyond Longitudinal Study (B&B:08/18). Drawing from a sample of 6,480 bachelor's degree recipients, the research investigates multiple dimensions of career quality, including employment duration, income, job satisfaction, and education-job match. Online program graduates demonstrated greater employment stability, spending approximately 7.1% more time employed over the ten-year period than traditional graduates. However, they earned modestly less, with an adjusted income gap of 3.9% after controlling for demographic factors, field of study, and geographic location. Despite this income differential, online and traditional graduates reported nearly identical job satisfaction levels. Regarding education-job match, online graduates showed no significant difference in the likelihood of holding jobs requiring a bachelor's degree, but were significantly more likely to work in jobs related to their field of study. Results suggest online education serves as a “digital bridge” for employment stability and field- relevant work despite modest income disadvantages.
This research aims to examine the extent to which the Sunni–Shia divide has contributed to consolidating political sectarianism within contemporary Islamic thought and how this has impacted regional alliances after the Arab Spring. The research addresses how this sectarian schism has reinforced political sectarianism and reshaped the geopolitical map of alliances in the region post-Arab Spring. Given the complexity of the subject, encompassing both ideological and political dimensions, this study utilizes an analytical-synthetic approach combined with descriptive and historical methods. Key findings indicate that post-Arab Spring regional transformations (Sunni and Shia) placed regional states in direct confrontation with Iran's expansionist ambitions, marking one of the most intense phases of conflict characterized by significant political and economic shifts. Each party strives to capitalize on these changes in alignment with their strategic interests, often neglecting popular aspirations. The study recommends that religious and intellectual institutions in the Islamic world revive a discourse of Islamic unity grounded in common ethical and doctrinal principles, rejecting exclusionary tendencies fueling political sectarianism through educational platforms, media, and advocacy.
The research aimed to identify the professional development needs of faculty members at Al-Balqa Applied University in light of the requirements of digital transformation, and to explore the opinions of the research sample about the most important professional needs at Al-Balqa Applied University according to the differences between the faculty members. Research variables: gender, academic qualification. A descriptive survey method was used” to achieve the research objectives. A descriptive survey, using a questionnaire tool, was applied to a random cluster sample consisting of (225) faculty members. The research results showed that the professional development needs of faculty members at Al-Balqa Applied University considering digital transformation requirements were rated highly with an average of (3.83). The most important professional development needs at Al-Balqa Applied University are arranged in descending order as follows: The leadership domain came in first place to a large degree with an arithmetic mean of (3.90), and the personal domain came in second place to a moderate degree with an average of (3.76). The research results showed no statistically significant differences were seen at the level of significance (0.05) regarding the professional development needs of faculty members at Al-Balqa Applied University considering the requirements of digital transformation are due to the variables of gender and academic qualification. The research recommended reviewing the This reduces redundancy while enhancing precision faculty considering digital transformation, such as intelligence. Artificial intelligence, cloud computing, the Internet of Things, cybersecurity, programming languages such as Python, e-learning programs in university education, and electronic exam preparation programs.
Plagiarism and intellectual dishonesty extend beyond students to professors, researchers, and professionals. While student plagiarism is welldocumented, cases involving professional receive less attention despite their serious consequences. These unethical practices damage institutional reputations, distort research, and weaken public trust. Addressing the issue requires clear policies, ethical guidelines, and rigorous enforcement, yet challenges persist due to varying definitions and inconsistent application across disciplines. This article explores various forms of plagiarism, such as self-plagiarism, ghostwriting, and unethical co- authorship, shedding light on their ethical implications. It also explores the link between academic misconduct and workplace ethics, emphasizing the need for stronger preventive measures. As artificial intelligence and digital access transform content creation, entities must rethink their strategies to safeguard integrity. Strengthening ethical awareness is not just an academic necessity; it is a professional imperative.
The study aimed to explore the intrinsic motivation of students in the post-pandemic setting, on the specific factors: self-efficacy, social support, learning environment, goal orientation, and achievement anxiety. Using quantitative descriptive research design, the data was collected through a self-made research questionnaire administered to 338 respondents from the students of St. Francis Xavier College, Mount Carmel College of San Francisco, Agusan del Sur State College of Agriculture and Technology, and Philippine Normal University - Mindanao. Slovin’s formula was used to determine the appropriate sample size and stratified sampling was employed to divide the population into relevant subgroups. The study showed high level of intrinsic motivations of students in the post-pandemic learning environment particularly in the areas of social support and goal orientation. While majority of the respondents displayed high intrinsic motivation in all factors, some learners faced issues with self-efficacy and achievement anxiety.
Emotional intelligence (EI) is a vital concept in education, serving as the central focus of this study. EI is defined as the ability to effectively manage and express emotions with empathy while being acutely aware of their impact on interpersonal relationships. This study aims to explore the relationship between emotional intelligence and academic performance among undergraduate students. A sample of 200 participants was utilized to examine how five dimensions of EI—intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood—correlate with both cumulative GPA and high school GPA. The results revealed statistically significant correlations between specific EI domains and academic performance, particularly highlighting the critical roles of stress management and general mood. These findings reinforce existing research suggesting that students with strong emotional intelligence skills tend to achieve better academic and extracurricular outcomes. Additionally, our study identified a significant gap in educational programs aimed at developing, supporting, and sustaining emotional intelligence within universities. We also examined demographic variables, including sex, age, and ethnicity, to assess their impact on differences among subgroups and their relationship with college retention. The findings carry practical implications for both educators and students, providing valuable insights that can inform the integration of EI competencies into academic support strategies in higher education, ultimately enhancing student success and well-being.
This systematic review examines the effectiveness of modern digital tools in improving the writing skills of English as a Second Language (ESL) students in Saudi Arabia. The study synthesizes findings from 16 empirical studies published between 2019 and 2024, adhering to the PRISMA framework for methodological rigor. Results indicate that digital tools—including AI-based applications like ChatGPT and Grammarly, collaborative platforms such as Google Docs, and mobile apps like WhatsApp—significantly enhance writing proficiency by improving grammar, vocabulary, coherence, and engagement. Key benefits include real-time feedback, autonomous learning, and collaborative writing opportunities. However, challenges such as usability issues, academic integrity concerns, and varying teacher perceptions were noted. The review highlights the pedagogical potential of these tools in Saudi Arabia’s ESL context while emphasizing the need for structured implementation and ethical guidelines. The findings contribute to the discourse on technology-enhanced language learning, offering insights for educators and policymakers to optimize digital integration in ESL classrooms.
The aim of this study is to understand how procrastination affects a college students’ levels of self-efficacy. The investigation of this study is to determine whether higher levels of procrastination correlate with lowers levels of self-efficacy and vice versa. This study involves 216 undergraduate participants who were administered a survey which included the Lay Procrastination scale and General Self-Efficacy scale. The researcher employed a One-Way Analysis of Variance (ANOVA) to assess the validity of the hypothesis. This analysis revealed a significant influence of procrastination levels on self-efficacy, meeting the statistical significance threshold at [F (1, 59) = 14.036. p = 0.01]. Specifically, individuals exhibiting lower levels of procrastination demonstrated higher self-efficacy (M = 35.31, SD = 4.01) compared to those with higher levels of procrastination (M = 31.58. SD = 3.72). The findings were consistent with the hypothesis and confirms a significant relation between procrastination levels and self-efficacy.
As a crucial medium for promoting human development, university education not only bears the responsibility of knowledge transmission but also encompasses essential value issues related to individual survival and growth. With the improvement of education levels in Chinese minority regions, the school adaptability of minority college students has become a significant focus in higher education management. Utilizing the interactive concepts of triadic reciprocity theory, this paper delves into the unique characteristics and underlying factors influencing the school adaptability of minority college students. The study employs regression analysis, taking into account learning adaptation, psychological adaptation, and life adaptation. Based on the results of data analysis, the paper puts forward several strategic suggestions to assist in the construction of a diverse campus culture, promoting ethnic harmony, and fostering common progress.
There are many stress factors inherent to the training and profession of primary school teacher in France, which impact both the personal well-being of future teachers and their professional investment. As a result, we developed a questionnaire assessing stress in classroom situations based on the work of Doise (1980) and Etienne and Fumat (2014). We then set up explanatory interviews inspired by Vermersch (2019) research with teachers in training in order to better understand the stress factors in situ. It appears that student safety, the management of "unruly" students and those with "special profiles" and taking into account "unforeseen events" are the main sources of stress for novice primary school teachers. The psychosocial analysis of these results allowed us to observe that poor mastery of professional gestures can be a source of stress.
The present study attempted to investigate whether age, socioeconomic status (SES), gender, and sibling size were associated with the academic perceptions of children. A total of 735 children aged 10 to 13 were included. The study sample was drawn from The National Longitudinal Study of Children and Youth, Statistics Canada Public Use File, which purports to be a representative sample of Canadian children. Academic perceptions were based on responses to four questions about how they feel about school, their academic goals, and how well they are doing in school. Age, SES, and sibling size and composition were not associated with academic perceptions (p>.05). Gender was associated with academic perceptions with females feeling more positively about school and having higher academic goals (p<.01). Females also reported higher overall academic perceptions compared to males (p<.05). The results of the study suggest that age, SES, and sibling composition are not important factors in understanding academic perceptions of early adolescents.
In Germany, all secondary schools must implement vocational orientation programmes. According to the UN CRPD with Disabilities, these must be designed in such a way that all students, and specifically also those with disabilities, are provided with tailor-made vocational orientation with the aim of optimising the transition to working life. To develop a concept, schools need federal state-specific guidelines and for special educational programmes that apply to students with special educational needs in the inclusive school system. Ministries of education provide information on the internet, including information on vocational orientation. In educational science, there are only a few studies on the internet-based provision of information by ministries of education and relevant research options. This article presents a study on a nationwide structured search of ministerial websites in Germany for information on school-related inclusive vocational orientation. The study applies the research approach of structured website-based research, document analysis, and online content analysis. The results show that the research options and the information on vocational orientation that can be found vary greatly in all federal states. Information on inclusive vocational orientation can hardly be found, while relevant legal norms can neither be found with keyword-based searches nor with viewing of links.
This study aimed to explore classroom management (CM) practices at a higher education institution in Oman. The study deployed observation to gather data from a sample which comprised7teachers to identify misbehavior learners display in classrooms and approaches teachers adopt to manage such misbehavior. The results of the study indicated that misbehavior included, but not limited to, the misuse of technology and native language among learners. Further, in most situations, direct conversations were used to deal with misbehavior. Based on the findings, some recommendations were given to enhance the quality of the teaching- learning process.
