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Technical and vocational education training (TVET) is an education and training process with a strong emphasis on industry practices that aims to generate competent workers in particular fields. Collaboration with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [ABSTRACT FROM AUTHOR]

Background and Purpose: Gamification is a teaching and learning approach that is gaining popularity among teachers as a way to make classroom learning more enjoyable and engaging with the use of rewards to celebrate accomplishments. With the rise of online learning in Malaysian educational institutions, gamification is viewed as an interactive method of teaching and learning. Due to the fact that limited studies have been conducted to investigate the challenges in implementing gamification approaches among vocational instructors, it is the aim of this paper; therefore, to examine the challenges. Methodology: This study employed a quantitative research method. The respondents include 55 vocational lecturers from several vocational colleges in Malaysia. A set of questionnaires was used to examine the challenges faced by the lecturers in the implementation of gamification at their institutions. Four constructs were used to differentiate the differences of the challenges, which include support, access, competency, and applicability. Data collected from this study were analyzed using descriptive statistics (mean score and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender. Findings: The findings of this study indicated that the majority of vocational lecturers have moderate challenges when implementing gamification approaches in their teaching and learning based on the findings related to the constructs. In addition, it was found that there were no significant gender differences in terms of the difficulties associated with implementing gamification approaches. This study also showed that most vocational lecturers have the potential to apply gamification in their teaching based on their high competencies with adequate support and enough access given to them. Contributions: The findings of the study can contribute to vocational lecturers to promote gamification approach during the learning process to increase students' motivation. [ABSTRACT FROM AUTHOR]

The field of education and the teaching of languages, in particular, have evolved considerably throughout the years. The twentieth century witnessed significant advancements and developments in language instruction that made it more creative, enthusiastic, and collaborative. Numerous studies have shown that integrating information and communication technology (ICT) into English instruction may improve motivation and engagement, energize the learning environment, and increase the effectiveness of language learning and teaching. Issue: There are still certain issues with the use of ICT tools because of the uniqueness of teaching English. Objective: This empirical research explores the impact of incorporating ICT into English instruction in technical and vocational colleges and the specific elements of English instructors before forming a better teaching model. Research design: This research utilized a quasiexperimental design to examine how ICT has an impact on universities. Data collection: English instructors at technical and vocational institutes in Shandong province were surveyed to gather data. Sampling: To gather qualitative data, purposeful sampling was employed. Data Analysis: The statistical procedures of ANOVA and Chi-square were used to evaluate the data analysis. Outcome: The results demonstrate that ICT improves language acquisition and may be a useful teaching and learning tool. The author expects that the results of the present research will influence instructors to include ICT in their lessons in both high schools and universities. [ABSTRACT FROM AUTHOR]

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