Entrepreneurship in technical and vocational education is a current and relevant topic. While the role of entrepreneurial self-efficacy (ESE) and personality traits as determinants of entrepreneurial intention (EI) has been extensively studied, the role of ESE and personality traits as determinants of vocational students’ EI is still poorly understood. Thus, this study employed ESE and big five personality traits to explore the determinants of EI among vocational college students. This study’s survey had a sample size of 162 technical vocational education and training (TVET) college students, enrolled in technology in automotive, technology in welding, and technology in refrigeration and air conditioning programs. Data were analyzed using Pearson Correlation and Multiple Linear Regression. The results indicate that apart from neuroticism, openness to experience, conscientiousness, agreeableness, and extraversion were positively associated with EI. The results also confirm that ESE is a predictor of EI. Going forward, the article intends to contribute to a better understanding of ESE and personality traits that influence vocational students’ EI, as well as provide some important insights into the unique aspects of TVETs that empower youth to actively participate in micro-entrepreneurial initiatives. This study encourages academics and policymakers to reconsider the approach used in entrepreneurship education in the vocational setup.

Active engagement is a topic of research in instructional approaches within education. Research reveals that numerous benefits appear once students seem to be active and gain higher-order thinking skills, increase motivation and are engaged in their learning. Although there are numerous studies on active engagement in Science, Technology, Engineering and Mathematics (STEM) education, the effort to conduct a systematic review of this area of research has been complex due to the lack of review procedures, which presents a significant dispute for authors to clarify. Thus, a systematic literature review regarding active engagement in STEM education will be conducted in this research. Five key methodological steps led the review: research questions formulation, systematic search strategies depending, critical quality appraisal, as well as data extraction and analysis. Relying on the thematic analysis, four major themes were revealed: (1) critical thinking, (2) collaboration, (3) interaction, as well as (4) encouragement. Findings from the four themes further entail four relevant activities: lectorials, exploration, sharing knowledge, and assessment. According to the findings of the papers reviewed, getting pre-service teachers involved in active engagement activities leads to more comprehensive benefits on pre-service teachers' attitudes, problem-solving skills, and achievement in learning activities.

HRMARS is well established journal publisher based in Pakistan. It is publishing prominent journals in social sciences since 2011.

The objective of this study is to perform a comprehensive analysis of existing research on spatial thinking abilities using a Systematic Literature Review (SLR). To achieve this, five search engines (Scopus, SpringerLink, ScienceDirect, ProQuest, and ERIC) were utilized during various stages, including identification, screening, eligibility, inclusion, and data analysis. Adhering to the PRISMA reporting rules, a total of 22 articles were included, selected mainly from the sorted studies. The results of our research indicate that there were four studies conducted using a mixed method approach, while nine studies utilized a quantitative approach, and another nine focused on qualitative methods. The number of studies investigating spatial thinking has consistently increased over the years. The findings section revealed that the majority of studies on this subject were authored by researchers from the USA, followed by authors from Australia, Turkey, Israel, Germany, Spain, China, Slovakia, Japan, Mexico, South Africa, and the United Kingdom.

Technical and vocational education and training (TVET) systems are increasingly expected to integrate information and communication technology (ICT) into teaching, yet less is known about how teachers interpret ICT use under resource-constrained teaching conditions. This qualitative interview-based study examined how 15 TVET teachers in Hebei Province, China, described the perceived pedagogical value, social and institutional expectations, and feasibility conditions surrounding ICT integration. Semi-structured interviews were analyzed using inductive thematic analysis, with the Theory of Planned Behavior used as a later interpretive lens. Three themes were identified. Teachers valued ICT conditionally, especially when it supported visualization, participation, workload management, or lesson preparation, but noted limits related to pedagogical fit, lesson type, and student readiness. Social expectations were uneven: student and colleague influences were mainly informal, whereas leadership expectations were more directive. Perceived feasibility depended on technical mastery, infrastructure reliability, preparation time, and perceived student regulation. The findings reflect teachers' narrated perceptions rather than observed classroom behavior and offer context-sensitive implications for ICT integration in resource-constrained TVET settings.