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The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit "formation of skills and skills of controlling an UAV" into the training program of the primary professional training of police officers in the specified specialty.

The focus of this study was to assess the skill requirements for data analytics positions and to understand data analysis employment expectations for new graduates. Furthermore, this work seeks to highlight issues relevant to curriculum management in university degree programs. 786 job postings were analyzed for domain-related, soft skills, as well as degree requirements. Soft skills, often referred to as people skills, comprised the largest part of the results (11 of the top 21 skills). Results revealed the most frequent soft skills were related to communication and teams or teamwork. The most frequent domain skills were related to visualization, data cleaning, data extraction and programming. Implications for curriculum based on results are discussed, and suggestions for future research are provided.

This study was conducted to determine whether the mock board examination performance can predict a candidate's performance in the Licensure Examination for Certified Public Accountants (LECPA). It covered the Bachelor of Science in Accountancy (BSA) graduates from a higher education institution in Pagadian City, Zamboanga del Sur, Philippines, who took the mock board examination and were first-time LECPA takers from the October 2022 to May 2023 batches. Participants were directly included in the study. A simple linear regression analysis was utilized to determine whether a candidate's performance on the mock board could predict their LECPA performance. The model summary revealed a value of 0.474, which is below 0.5. Therefore, the study concluded that the mock board examination can predict overall LECPA performance. This result implied that higher scores on the mock board examination correlate with a higher probability of passing the LECPA. Based on these findings, the learning institution should regularly improve the mock board examinations. Suggestions include aligning the difficulty level of the mock board with the LECPA and having the assessment conducted by a Certified Public Accountant (CPA) examiner other than the mock board lecturer.

Employability is not just about focusing on building the students' workplace experience but about developing their social and cultural capital through learning. In higher education, the selected pedagogies are central to that development (Pegg, 2012). Thoughtful curricular design which maximises student engagement and adopts pedagogies for career and employability learning can help to prepare students for the reality of the workplace. These pedagogies with social connection at their heart can enhance student wellbeing and their perceived sense of belonging to their course and the wider world. This can thus build more confident, reflective, and collaborative graduates who should ultimately be more employable (Rowe, Jackson and Fleming, 2023). This paper uses a qualitative approach to outline four course-based case study examples of pedagogies that strengthen the behaviours and skills that enhance students' employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive, integrated, contextualised pedagogic approaches support the development of students' employability learning and graduate skills (Healy, 2023). The common themes from the case studies focused on self-directed, student-centred, authentic learning which encouraged students to (i) work with industry and communities to build early professional networks, (ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, and (iii) develop confidence, a sense of belonging and professional identities through using these inclusive, collaborative learning approaches. In addition, six practical pedagogic principles are identified for course teams to utilise. These include (i) focus on inclusive practice, (ii) building students' professional identity, (iii) developing students' belonging, (iv) deep critical thinking, (v) the demystification of the workplace through the activities selected, and (vi) students leading their own learning. This paper integrates a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster graduate skills during career and employability learning.

Universities and their employability-related staff must address the inequities that claim diversity as a disadvantage and a barrier to securing work integrated learning and graduate employment. With increases in equity groups enrolling at university there is a need to ensure access to employability opportunities. Graduate employability should be an accolade for students however it is not accessible, and ubiquitous for all. Student parents and carers are an invisible cohort that needs to be identified, and supported with their employability as they are a significantly growing population in higher education. This provocation will present the current landscape at university and offer three recommendations: the integration of career development learning and work experiences; data-informed systems and procedures; and collaboration and research into 'employability for inclusion.' This is required to build staff capability and organisational capacity and prepare our future workforce that is representative of today's society.

Translators are expected to have expertise and experience in the relevant field. For this reason, the study aimed to examine the professional competence, academic self-efficacy and intercultural communication competence perceptions of translator candidates on a relational basis. In this research, the relational screening model, one of the quantitative research approaches, was used. The sample of the study consists of student translators who are studying or have recently graduated from public universities in Kazakhstan. In this context, 214 translator candidates who studied at 4 different state universities in Kazakhstan and graduated in the 2023 academic year were included in the research. 'Translator Professional Competence Scale', 'Academic Self-Efficacy Scale' and 'Intercultural Communication Scale' were used as research data collection tools. Descriptive analyzes and structural equation modeling analyzes were carried out using SPSS 25.0 and AMOS 24.0 programs. According to the research findings, it was found that the professional competence, academic self-efficacy and intercultural communication competence of translator candidates in Kazakhstan were at medium levels. According to SEM analyses, the academic self-efficacy and intercultural communication competencies of translator candidates significantly affect their professional competencies, both separately and together.

Growing concerns about the employability of science graduates has led most Australian higher education providers to incorporate work-integrated learning (WIL) into their science curricula. Project-based learning (PjBL) is a student-centred approach to learning that focuses on the application of discipline specific skills and knowledge in real-world contexts. While a large body of research exists exploring PjBL frameworks and theories related to student experience, research into industry perspectives and viewpoints is limited. This study aimed to determine the views of industry professionals on PjBL as a form of WIL, and to ascertain whether industry professionals consider PjBL effective for the development of desirable graduate skills. The perspectives of industry partners were canvased through a mixed-methods approach comprising surveys and interviews. Participants (n=18) were asked to indicate their opinions regarding development of graduate skills through PjBL generally and in relation to two authentic examples of PjBL in WIL. The results of this study indicate that industry partners preferred longer-term, workplace-integrated industry projects for developing graduate skills and preparing graduates for the workforce. Industry partners interviewed generally exhibited positive views of PjBL, identifying students' attitudes and communication skills as beneficial factors. Some industry partners indicated current graduate programs where insufficient in preparing students for employment. These results highlight the importance workplace integration in successful implementation of PjBL as a form of WIL, and the need for stronger collaboration between employers and academia to correct the current misalignment between graduate skills and industry requirements.

Research supervisors and their higher degree research (HDR) candidates -- including Master, Professional Doctorate, and PhD candidates -- make critical contributions to research and innovation. In addition to providing research training, research supervisors have traditionally also acted as the graduate employability practitioner for their HDR candidates through preparation for work in academia. However, the effectivness of traditional HDR training models (such as the knowledge transmission, master-apprentice model for PhD training) are being reviewed in Australia and elsewhere due to changes in the contemporary employment environment. These changes include: fewer available academic jobs; increased desire of HDR candidates for non-academic careers; and implementation of government policies aimed at increasing the return on research investment, including by increasing alignment of graduate attributes with contemporary employer needs. Consequently, work-integrated learning (WIL) activities are being incorporated into HDR degrees to broaden HDR training beyond acquisition of research-focussed skills. For effective incorporation of WIL into HDR degrees, recognition is needed of the different types and roles of graduate employability practitioners required by HDR candidates, as well as improvements to training support structures, and evolved metrics for assessment of supervisor and HDR candidate success.

The advent of Career Enrolment Data (CED) in Higher Education is an important development for graduate employability practitioners and other stakeholders seeking to understand, analyse and enhance students' career readiness. CED, collected annually from all students in participating universities, requires students to self-report on their own career readiness, and is described as having 'the potential to be a component of a standardised measure of learning gain in relation to student employability' (Cobb, 2019, p.23). Reflections are offered by two graduate employability practitioners currently tasked with introducing CED to educators and recommending its use to support careers-focused components of their curricula. Drawing on different disciplinary backgrounds to inform their approaches, both practitioners are keen to explore opportunities to capitalise on the strengths of data insights. However, they advocate for a carefully nuanced and contextualised approach, openly acknowledging relevant limitations and risks when presenting the data to educators and other stakeholders. Drawing on one author's background in psychology, it considers the process of self-reporting on which the data wholly relies, noting potential influences and biases that may be relevant. The second author offers a sociological perspective, using the concept of neoliberalism as a framework for engaging with concerns about an employability agenda driven by corporate and economic interests, and a culture of auditing sometimes associated with hardship for academics and a detrimental effect on pedagogy. While it should be noted that experts in CED such as Gilworth and Cobb take care to acknowledge limitations and risks (Cobb, 2019; Gilworth, 2023) this reflective account grapples with the challenge of ensuring that these important nuances are not lost as the context shifts from theory to practice.

This study investigates whether demographics, L2 enjoyment, L2 anxiety, psychological well-being, or informal digital learning of English (IDLE) affect willingness to communicate in L2 (L2 WTC) at trait or state levels. Across two weeks, 16 Hong Kong EFL students completed pre-and post-trait-level surveys and generated 1,120 state-level responses via the experience sampling method (ESM). The survey findings revealed that students who were older, had higher language proficiency, or had higher pre-WTC digitally reported higher L2 WTC in the classroom. Students who had studied English longer, had higher language proficiency, had higher pre-psychological well-being, had a higher standard deviation L2 WTC over 14 days, or had higher teacher appreciation showed higher L2 WTC outside of class. Students with higher language proficiency, higher pre-WTC digitally, or higher post-psychological well-being reported higher L2 WTC in digital settings. The ESM findings revealed that students with higher teacher appreciation, currently engaged in productive IDLE or both receptive and productive types of IDLE, currently experienced greater L2 enjoyment, or currently experienced greater well-being had higher L2 WTC now. Our findings are relevant to: (a) L2 WTC, informal language learning, and positive psychology theories, and (b) strategies that can be used to enhance students' L2 WTC overall and at a particular moment.

This study explored the role of social media on the career choices of Asian American students, particularly those opting for non-STEM fields, drawing on qualitative data from a sample of 12 participants. The findings revealed that social media exerted both positive and negative influences on career development. Positive influences included exposure to diverse career possibilities, fostering community connections and support, and providing role models and inspirational content. Conversely, social media could also distort career choices by presenting unrealistic portrayals of different fields. Neutral influences, such as personal decision-making and the sense of belonging facilitated by social media, were also noted. The study underscored the enhancement of self-efficacy and outcome expectations through social media, while also highlighting contextual supports and barriers. Despite the limitations of the small sample size, the research provided valuable insights and suggested directions for future studies to explore the long-term impacts and the potential of social media platforms to support career development. These findings underscored the importance of a balanced and critical approach to the use of social media in shaping career trajectories.

This study compared the career choices, contributions, and challenges of Chinese graduates of Japanese and Australian universities who returned to China, and it explored the factors that influenced them based on the life planning model. The mixed-method approach was adopted by combining the results of 208 questionnaire responses and 13 semi-structured interviews of the returnees working for a company in China. As a new finding, study country-specific factors, such as economic relation between the study country and home country and institutional factors related to the human resource management style of the study country, were identified to have influenced the returnees' career choices, satisfaction, and contributions. This study also highlighted the importance of career development and utilization of specialty/expertise in graduates' decision-making and the issue of overtime work, which was raised as a common challenge by the two groups.

This study illuminates the rich and unique experiences of alumni who successfully completed a Doctor of Education (Ed.D.). During two open-ended interview sessions, eight participants revealed the barriers they encountered and successfully navigated to complete their doctoral programs. Some findings align with previously known barriers from extant literature, such as competing demands and academic integration. Participants' stories also reveal that negative experiences from their habitus and self-sabotaging thoughts created additional factors to their completion. This study describes how these alumni overcame the barriers by using their social capital, relationships with their faculty and chairs, and self-awareness to persist. This study is important because scholarly research has traditionally focused on undergraduate (rather than graduate) persistence, yet, only half of all doctoral students in the United States complete their programs. We discuss implications for graduate student retention research and practice based on eight successful doctoral students.

The dual-entry nature of occupational therapy has been a point of discussion for many years with explorations into the profession's support for the different degree programs and definitions of entry-level practice being the primary foci in the literature. There has been no comparison of the expectations of occupational therapy educators and practitioners of entry-level doctorate and master's students upon graduation despite differences in curricula and emphasis on advanced skills. This study utilized a descriptive quantitative survey to ask current educators and practitioners (n=124) to indicate their level of expectations of the two types of graduates for sixteen different clinical and professional skills and the level of expected mentorship upon graduation. Practitioners held the two groups of new graduates to the same expectations in all categories and anticipated they would need the same level of mentorship upon graduation. Despite equal expectations in all categories, there were six categories where at least 30% of participants indicated they held higher expectations of entry-level doctorate new graduates. These categories aligned with the doctoral capstone areas of foci. These results can set the foundation for further studies examining the congruence between expectations and new graduate readiness for the field and inform current curricula to prepare students to meet the professional expectations of their supervisors and colleagues.

This study examined the post-graduation employment location preferences of international students preparing to participate in the Optional Practical Training (OPT) program in the United States. An exploratory survey asked international students in their final semesters at three midwestern public universities to indicate their employment location preferences via an online text- and map-based questionnaire. Two main questions guided the research: 1) Do international students hold employment location preferences before graduation? and 2) Where in the United States do international students applying for OPT prefer to work? Results indicated the affirmative and that preference geographies extend well beyond the state in which the students earned their degrees. In applying for OPT, participants in this study signaled their intent to remain in-country. As such, the scale of analysis shifts from traditional country-to-country migration flows of international students to the internal movements within the host country in anticipation of post-graduation employment.

Higher education plays a vital role in developing lifelong core competencies that empower graduates to thrive amidst technological and economic disruptions. This article proposes that higher cognitive skills, emotional intelligence, and digital literacy are key competencies that promote transferable skills applicable across diverse industries and markets. It provides recommendations for how the higher education community can strategically cultivate these timeless yet critical competencies while also leveraging innovations like artificial intelligence (AI). The University of Louisiana System's core competencies initiative demonstrates a framework outlining essential skills for lifelong success. As jobs rapidly evolve with advancing AI, adaptability becomes key, and core competencies ready graduates for new challenges by developing transportable human strengths. By upholding core competencies while innovating, higher education can fulfill its vital purpose of empowering students to define their own success despite disruption.

Objectives: The main objective of this study is to understand the factors that encourage the use of mobile ebooks among mathematics postgraduate students. Method: This study employed a qualitative case study approach. Eight mathematics postgraduate students from the algebra research group participated in the study. Data were collected via interview and analyzed by using constant comparative analysis. Results: Utilitarian, cognitive, affective, social norm, and content qualities were the main factors influencing the use of mobile ebooks among the participants. Conclusions: Mobile ebooks are easy to use and provide a meaningful platform to find information. In addition, the mobile ebook provides instant access to new information with a single finger click, thus enabling students to extract the needed information and make constructive comparisons on the subject matter. Theory and/or Practice Implications: Results expand understanding of the factors that motivate the use of mobile ebooks for learning activities among mathematics postgraduate students. In addition, the study also provides support for institutions planning to incorporate mobile ebooks as an important reference material for postgraduate learning and research activities.

Employability is a measure of the effectiveness of an academic program in the quality of its graduates. However, insufficient data on employability of forestry graduates are still observed, particularly in northern Philippines. Hence, the study aimed to trace the employment of BS Forestry (BSF) graduates in DMMMSU from 2015 to 2022. The study used descriptive research design to describe the BSF graduates' socio-demographic characteristics, educational background, and initial employment profile. Survey was employed as data collection method, and quantitative techniques were used for analysis. Results revealed that majority of graduates were female and had been awarded college scholarships; some graduated with honours and awards. Majority were licensed foresters, while very few had other professional eligibilities. Most were employed at least once after graduation and were professional contractual employees of companies, mainly in agriculture, hunting, and forestry. Salaries and benefits were the primary reason for acceptance of jobs, while most secured forestry-related jobs within six months after their graduation. The gross monthly income for a great majority of the initial forestry-related jobs reported was less than PhP 15,000.00. Most employed graduates agreed that their program and curriculum were related and relevant to their jobs. However, regular updating of curriculum and instruction is the major suggestion of graduates to improve the program. The likelihood of gaining employment after graduation significantly increases when school support services are provided for career and job placement. Honours and awards in college were seen to be significant factors contributing to the employability of forestry graduates.

Work integrated learning (WIL) encompasses educational experiences that merge academic knowledge and practical application in a professional setting, benefiting both students and the existing workforce. The objective of incorporating WIL into education is to foster the integration of theoretical understanding by engaging students in a combination of academic coursework and hands-on work-related activities. With the rise in unemployment, WIL appears to help organizations to get graduates that have all the attributes and skills relevant in the world or work, thereby expanding and growing their businesses ensuring greater prosperity for all concerned. The aim of this article was to assess the role Work Integrated Learning in accelerating Graduate Employability. Four WIL coordinators from different academic programmes that offer WIL as a module participated in this paper. Data was analysed using Thematic analysis, following Braun & Clark steps. The study revealed a direct correlation between academic performance and practical application in the professional setting. This paper therefore argues that WIL programmes can contribute immensely to the overall development of graduates and increase their chances of employment. The study revealed that WIL coordinators should review placement arrangements to improve WIL. This study found that Work Integrated Learning (WIL) has a positive effect on graduate employability and skills development, and that university WIL coordinators should review placement arrangements to ensure that students have enough training and development prior to placement.

This paper sets out the importance of teaching contextualized understandings of value within different disciplinary contexts in order to enhance employability and to foster greater levels of engagement with enterprise and entrepreneurship education. Key research has recognised the broader benefits of enterprise and entrepreneurship education, including that of developing graduate employability. Yet enterprise and entrepreneurship may not feel comfortable or relevant to students (Enterprise Educators UK (EEUK), 2012; Henry, 2013). It has been identified that students can better relate to enterprise and entrepreneurship when it is contextualised in professions, sectors and communities of practice, moving away from a focus on venture creation and start up (Gibb, 2005). We argue that taking an approach which is explicitly based on value creation is a crucial driver of student engagement with enterprise and entrepreneurship education. This needs to be based in students' individual values, embedded in their disciplines, and related to the communities of practice which as graduates they will go on to be part of. When grounded in the creation of value at an individual, disciplinary, and societal level, enterprise and entrepreneurship education can appeal to a wider constituency of students. In this paper, we discuss how value creation is understood in three diverse academic disciplines, Business, Biomedical Science and Music. Building on key research and drawing on our extensive practice as educators, we argue that explicitly foregrounding understandings of value within our different disciplinary contexts and developing appropriately contextualized, experiential forms of value creation-based pedagogy, is key to student engagement and enhances graduate employability. [Note: The page range (1-20) shown on the PDF is incorrect. The correct page range is 1-15, 17-20.]

The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country's economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers' competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers' competence, which in turn enhances the employability of graduates.

The purpose of this study is to analyse the relationship between the self-perceived employability of engineering students and graduates and their employment situation. Methodology: A total of 505 individuals participated in this study, including recent graduates and senior students from five engineering programs at a public higher education institution in Colombia. This research adopted a quantitative methodology with a non-experimental cross-sectional design and a correlational scope. The data were analysed using inferential statistics. Findings: Based on the results, perceived employability considerably depends on four factors: the level of job performance, the number of promotions, work experience, and the education-job relationship. Originality: In the current labour context, employability is an important tool for graduates who are entering the labour market and must face a variety of challenges, such as the decline in work opportunities, the rapid development of technology, and the need for lifelong learning. According to the literature in the field, employability is significantly influenced by these kinds of external factors.

In design education, students benefit not only from their project courses' content but also from the information resources they contain. When it comes to the repetition of unique problems and solution-oriented approaches in the design professions, the resources used to research solutions for the problems encountered in design education are also specific to that problem. This situation highlights resource diversity, and especially resource sharing, at various stages and thus opens a view into innovation habits among designers' behaviors. This empirical study explores whether or not designers' behaviors can be related to their practices in design project courses, regarding their open innovation tendencies. Semi-structured interviews with 20 designers are used to form a case study. Interviewees had experience with both in-house designers and freelancers, therefore purposive sampling was used. The results were analyzed thematically and discussed under open innovation practices.

The aim of this study is to investigate the attitudes of postgraduate students in the fields of educational science and teaching at universities in Turkiye towards distance learning, in terms of different variables, in the spring semester of the 2019-2020 academic year. Mixed method sequential explanatory design was used in the study. The sample of the study was determined using the snowball sampling method. The sample consisted of a total of 321 students, of which 238 were female (74.1%) and 83 were male (24.9%). The data of the study were collected through the Personal Information Form and the Attitude Towards Distance Education Scale. As a result of the analysis of the data obtained from the scale, it was found that the students' attitude towards distance education was undecided. As a result of the analysis, a significant difference at 0.05 level was found in favour of doctoral students according to the variable of postgraduate degree. A significant difference at the 0.05 level was found in favour of distance learning students according to whether they took distance learning before the pandemic, and in favour of distance learning students according to whether they took distance learning during the pandemic. The results of the research are important in terms of revealing the attitudes and opinions of students exposed to distance education with a rapid transition during the pandemic process.

While many Vietnamese students are reported to study abroad, the experiences of home-making among Vietnamese returning students are paid scant attention to in current research on Vietnamese international student mobility. Following a Heideggerian perspective on building and dwelling at home, this study explores the sense-making of home through conversations with 13 Vietnamese returning graduates. The analysis of the empirical material shows that home which is constructed and experienced by the returning graduates' use of intersecting materials is socially shared. It is an embodiment of returning migrants' engagement in the world with familiarity and discomfort created by their friction with the interrelated materialistic and discursive aspects of life. Their returns involve incomplete life happenings with diverse emotions and experiences of belonging. The findings of this study add nuance to the extant understanding of home as belonging and challenge the common conceptualization of home as a private space.

How did the highly skilled Italians who chose to live abroad benefit from participation in the Erasmus program? How did they define and describe their experience with Erasmus, especially advantages and disadvantages? After conducting 51 semistructured and in-depth online interviews with highly skilled, spatially mobile, emigrant Italians, we used Atlas.ti to analyze each phrase, word, and context in which "Erasmus" appeared. More than two thirds of the interviewees had experienced the program, a substantial number of whom wanted to work in international environments and achieved their goals. A few returned to the city or country of their first Erasmus mobility experience. We argue that the mobility component of the Erasmus program provided the confidence required to be independent and the insight needed to make international comparisons. It also perpetuates the desire to travel abroad (to become spatially mobile) as participants sought additional international environments after the first Erasmus mobility experience, gaining additional self-confidence as a result.

This study aimed to develop a deeper understanding of the longterm impacts of place-rich community-based learning on university students. This study was informed by transformative learning theory, which recognizes how learning experiences that expand the learner's worldview help develop autonomous thinking. A mixed-methods approach was used to explore the perspectives of graduates who participated in immersive community-based learning (CBL) experiences. Graduates from two programs at the University of Prince Edward Island between 2004 and 2017 completed the Civic-Minded Professional scale online. A subset of respondents were invited to participate in interviews. Students' experiences of dissonance, transformational learning moments, reflection, and civic engagement were also assessed. Key findings include participants' expanded and deeper appreciation for cross-cultural awareness, their more deliberate engagement with volunteer opportunities, and their emergence as advocates for the communities they worked with. Findings will be used to improve, diversify, and develop new CBL experiences for university students.

This study aims to ascertain the research trends of articles on scientific literacy in primary schools. In the study, both bibliometric and content analysis techniques were employed. In the Web of Science database, 145 studies conducted between 1993 and 2021 and 60 studies conducted between 2002 and 2021 were included in the content analysis for bibliometric analysis. According to the findings, there is a rising interest in scientific literacy in primary schools. Bybee, R., and McCrae, B., were the most cited authors in this study. The United States was the most frequently cited country, and the Australian Council for Educational Research was the most frequently cited institution. Few mixed studies have been conducted on the topic of scientific literacy, as qualitative studies have dominated the field. As sample groups, primary school students and college graduates were favored. The study concluded that scientific literacy in primary school is mostly promoted by organizations, journals or authors in developed countries. The results of the study were discussed in light of the relevant literature, and suggestions for further studies were offered.

This study aimed to investigate the demand for digital skills in the workplaces of agricultural graduates to shed light on the specific requirements of digital skills in their jobs. The study employed a qualitative approach and conducted a total of eight semi-structured interviews with graduates from two departments of an agricultural university in Vietnam. The obtained data, processed through thematic coding techniques, successfully revealed insights into digital skills' demand in the jobs of selected participants. Firstly, digital skills were found to be compulsory requirements for jobs for agricultural graduates, although the specific requirements for digital skills varied from job to job. Secondly, the findings revealed that different jobs require different types and levels of digital skills. Thirdly, the performance of digital skills depends on the availability and management of workplaces' digital technology. The study also found that graduates may have the opportunity to obtain jobs that are not directly related to their learning programmes but require digital skills associated with their speciality. The study recommends applying the findings to multiple stakeholders, including government policymakers, higher education policymakers, employers, and higher education students, to bridge the gap between the higher education supply and the market demand for digital skills.

Through yarning and storying led by Aboriginal researchers, this study explores the success factors for Indigenous PhD Graduates. Participants comprised 21 Aboriginal and/or Torres Strait Islander people who had completed their PhDs within the last 7 years. Our thematic analysis uncovered themes associated with participants' decision to enrol as a scholar and the factors and experiences that contributed to the successful completion of their PhD. We identified three overlapping yet distinct themes that represent why Aboriginal and Torres Strait Islander people choose to pursue a PhD: Telling our story in our way, My Community needs me to do this, and Practicality rules. A strong sense of Connection and Reciprocity was a crucial factor for participants' successful completion of the PhD. We present a model of our findings model that translates the three key success factors identified in this study as foundational to success for Indigenous scholars' success in their PhD journey.

This study explores Hong Kong university students' concerns when making employment decisions after graduation and their attitudes towards working in mainland China, especially in the Greater Bay Area (GBA). Two research questions were identified: What are Hong Kong students' attitudes towards working in the GBA? What factors influence Hong Kong students' employment choices? A qualitative research approach was adopted with semi-structured interviews with 38 final-year students from eight Hong Kong universities. Based on thematic analysis, the findings showed that Hong Kong university students' willingness to work in the GBA was mainly influenced by their previous connections with the destination and potential career development opportunities. However, Shenzhen was the only city out of nine in the GBA they considered for employment. University students were aware of the economic rationale for their employment preparation, but, more importantly, they placed a high value on professional development opportunities and work-life balance. They also valued opportunities for internationalisation and emphasised the importance of the work culture and environment in choosing employment. The findings have policy implications for graduate employment and the intra-mobility of talented young people across GBA cities in China.

The digital economy with flexible work contexts requires graduates to enter the workplace with digital skills. While studies have examined digital literacy and skills within domains, attending to knowledge, workplace, business and digital skills, these narrow definitions overlook the importance of digital career competencies for lifelong career management. This paper reports on measures of digital career competencies (DCC) and how the dimensionality of these measures might enable universities, students, and other stakeholders to ascertain how these competencies develop. Using a pragmatic, co-created, three-study design, initial dimensions and a pool of measurement items were developed qualitatively, involving responses from 22 alumni. These items and their dimension reliability were then tested with n = 202 students, and further evaluated using a second sample of n = 156 students. The results demonstrate that DCC can be assessed using three dimensions: digital connectedness, career management, and crowdworking. The developed 8-item, three-dimension scale exhibited sound reliability and validity. The novel co-design method for measure development, and the research findings, provide theoretical and practical contributions to emerging empirical research on DCC. These measures provide a parsimonious base for assessing DCC and facilitating the development of these competencies in higher education.

In recent years, various international organizations in the field of higher education have taken on the task of defining the skills that professionals in different disciplines should develop to succeed in the labor market. As a result, universities have started to transform their curricular structures. Consequently, the aim of this study was to assess the relevance of employability skills from the perspective of students, graduates, and employers, aiming to bridge the university-industry gap. An Analysis of Variance (ANOVA) was carried out to evaluate the perceived importance attached to these dimensions by the three groups. There is a significant difference in the importance of employability skills perceived by employers or immediate supervisors in relation to the perception of students/graduates. The findings provide a useful insight into the importance of employability skills from three points of view, considering that not many previous studies compare an employability model from multiple perspectives. The research was carried out in times of a pandemic, which made it difficult to have contact with people. This allows Higher Education Institutions (HEIs) to rethink their educational projects according to the current needs of the economic, social, and productive sectors in the post-COVID-19 era.