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This research investigates the integration of Urban Environmental Quality, Materials and Resource Management, and Green and Sustainable Environment within the international maritime education framework at Sekolah Tinggi Ilmu Pelayaran (STIP Jakarta/ Maritime Institute of Jakarta). The study explores cadet experiences in Nautical, Technical, and Port and Shipping Management Majors, analysing theoretical foundations, curriculum satisfaction, practical training, and the incorporation of Environmental Science elements. Utilizing a qualitative descriptive approach, data is gathered through document analysis and self-reported reflections from 100 randomly selected cadets. The findings reveal distinct dynamics across majors, indicating a strong alignment between theoretical foundations and curriculum satisfaction. However, variations exist in the emphasis on practical training and the integration of Environmental Science elements. Port and Shipping Management Majors stand out with a notable commitment to sustainability principles, while Nautical and Technical Majors show potential areas for enhancement. The implications for future research underscore the need for ongoing refinements in curricula to address the evolving demands of the maritime industry. The study contributes to the scholarly discourse on international maritime education, providing insights for academic institutions to foster environmentally conscious and globally competent maritime professionals.

Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers' competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers' competency in teaching railway control and maintenance. 3) to design and develop a teachers' competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers' competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers' competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers' Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers' competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers' competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.

This research investigates the integration of environmental science education within maritime curricula at the Maritime Institute Jakarta. Focusing on 70 cadets across Nautical, Technical, and Port and Shipping Management majors, a qualitative descriptive approach is employed. Results reveal varying levels of environmental awareness, integration perception, and challenges. Nautical Major demonstrates high awareness and positivity but faces time constraints. Technical Major shows a mixed perception with resistance to change. Port and Shipping Management Major lags behind, identifying a lack of clear guidelines. The research aligns with theoretical frameworks, emphasising tailored approaches to curriculum development. Implications include curriculum adjustments, targeted interventions, and strategic communication. The results contribute to the goal of producing "eco-navigators" -- maritime professionals adept at both technical proficiency and environmental consciousness. As the maritime industry navigates sustainability challenges, this research provides valuable insights for refining environmental science education, fostering a new generation of maritime professionals aligned with global sustainability imperatives.

Formal and informal peer-to-peer support through advice plays an important role in enhancing students' experiences and ensuring their success in higher education. For international students who often face social and cultural challenges adapting to their new university environment, direct and authentic guidance from peers can be vital in helping them acclimate and cope with their transition to campus. This paper examines the cross-cultural adjustment experiences of over 400 international students enrolled at a mid-sized, research-intensive university located in the United States (U.S.). Relying on a qualitative research design, we analyzed data from reflection essays written by international students between 2013 and 2021 and used Oberg's culture shock theory (1960) as a lens to interpret data on experiences that impacted their sociocultural adjustment. Based on their lived experiences, these students identified specific areas that current and future international students could focus on to ease their adjustment to a new culture and academic environment. Guided by five main themes, the discussion highlights salient factors that impact international students, calling for new ways for addressing their adjustment to university life in the U.S. Our findings enabled us to offer insights to university officials as they develop and deliver acculturation and transition programs to their international student community.

This study aims to investigate environmentally responsible and sustainable development of 56 pre-service teachers which relevant to framework of sustainable development goals. The qualitative data were collected and analyzed by summarizing general perspectives. The 9 concepts were found and reported. The ways to sustain environments and education students to reach sustainable development can be done by reduce, reuse, recycle; conserve water; save energy; sustainable transportation; grow trees and keep open areas green; waste management; support eco-friendly products; reduce carbon footprint; and conserve biodiversity. These frameworks and perspectives should be incorporated in education and classroom in action.

The article discusses the organization of the educational process of railway university students in the target programs. A successful educational process will be effective if the training provided to students of the transport university is of an acceptable quality, which will lead to a high demand for a specialist. When participating in targeted training programs, the learning process can be optimized and structured within the educational framework, thereby placing emphasis on acquiring the necessary knowledge for future professional endeavors. The objective of the article was to examine how the minor program in the Mathematics discipline for students in targeted programs enhances their professional motivation. We propose to consider the characteristics of training in targeted programs by examining the training of students in the specialty 23.05.04 "Electric power supply of railways" at the Samara State University of Railway Transport. We believe that one way to organize the mathematical training of students in targeted programs is to use professionally oriented tasks. As the objective of the study pertains to the issues of specialized university education in the field of mathematics, the paper presents a task that is geared towards professionals for students enrolled in the targeted programs of this particular field. Furthermore, this approach to the study of mathematics yields a comprehensive understanding of one's professional pursuits, implying that the integration of the educational process is essential in the preparation of a railway transport specialist. The evaluation of the proposed methodology for the instruction of students in the targeted programs has demonstrated its efficacy.

This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlier studies of simulator-based maritime pilot training conclude that there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments. The aim of this study is to carefully examine how visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, and by using qualitative interaction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees' talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot's visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvring a simulated vessel. During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand, and, on the other hand, navigating on board a ship. Instead of concluding that there is a risk for negative skills transfer that follows from the differences between the two contexts of navigating, we argue that the challenges introduced by representations encountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.

This qualitative study reports on the experiences of international students enrolled in a Health Professional Education program at a large Australia university. International students have long contributed to Australia's economy. However, the sustainability of international students' contributions to Australia's economy is questionable. Challenges for international students have been widely reported in Australia. Students enrolled in Health Professional Education having unique challenges of their own. In total, 19 semi-structured interviews were conducted in 2020 and the data were thematically analysed. The findings uncovered numerous challenges for international students and those unique to international students enrolled in health- related degrees. Although all identified challenges may not be feasible to address, this study highlights recommendations for strategies that could be implemented by universities and policy makers to reduce challenges and to enhance graduate outcomes for this student population.

In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characteristics, indicating that this is a general phenomenon that has more to do with system-level reliability than individual motivation or school climate. These findings highlight the hidden costs imposed on some students who wish to leave their neighborhood and travel across town for better educational opportunities.

Despite strong evidence in favor of physical activity (PA), adults with autism spectrum disorder (ASD) are not meeting established PA guidelines to engage in at least 150 min of moderate to vigorous PA per week. Barriers to daily PA engagement include limited access to health services, transportation, and reduced self-determined motivation. Telehealth provides a potential alternative to deliver PA programming in a more accessible platform for adults with ASD. This pilot randomized controlled trial (RCT) assessed the preliminary efficacy of a 10-week PA intervention program called Physical Activity Connections via Telehealth (PACT) that utilized telehealth and remote technology, including Fitbit wearable device use, peer-guidance, and individualized home exercise program among adults with ASD. Primary health outcomes, collected at baseline before randomization and post-intervention, included self-determined motivation assessment via Behavioral Exercise Regulation Scale (BREQ-2), self-report PA via Godin-Shephard Leisure-Time Physical Activity Questionnaire (GSLT-PAQ), steps per day PA via Fitbit device, body mass index (BMI), and waist-to-height ratio (WtHR). A total of 18 adults, 11 males, with a mean age of 26.4 years, with a primary diagnosis of ASD participated in the study. Although there were no changes in BMI or WtHR at post-intervention, participants receiving PACT, significantly increased both their self-report PA scores (GSLT-PAQ) from 26 to 68, (p = 0.002), and steps per day from 5,828 to 7,443, (p = 0.015) with a moderate effect size (d = 0.72). The results of this pilot study support peer supported telehealth-based PA intervention for adults with ASD to increase PA.

This article examines ambulant vendors' labour on a Buenos Aires trainline. It explores how vendors employ a range of verbal and embodied resources to navigate the challenges of sustaining attention from commuters and manage the progressivity of their sales pitch as they achieve individual service encounters and deal with physical obstructions intrinsic to the local ecology of the train and the contingencies of earning a livelihood on the move. An interactional pragmatics analysis of vendors' working practices as video-recorded by them coupled with ethnographic observations, reveals the complex interplay of verbal and embodied cues, spatial arrangements, and temporal constraints in relation to the progressivity of their sales pitch. The findings challenge long-held negative views of vendors' presence in public space by highlighting the methodical approach, dexterity, and civility of their working practices, and how their labour fills a gap in the market. The article provides new insights into the dynamics of urban labour in public spaces and the intrinsicality of multimodality to manoeuvre round the unequal conditions these workers inhabit.

Public transport plays a fundamental role in providing access to urban opportunities. People with mobility restrictions face greater obstacles than other members of society. This article seeks to explore the obstacles faced by wheelchair users in Montevideo, Uruguay. To do so, we designed a set of trips to actual destinations for five types of activities to compare time costs between wheelchair users and people without mobility restrictions. We estimated time costs for sidewalk segments, waiting time, onboard bus travel time, and coupling time (i.e., idle time due to the lack of bus provision closer to the activity starting times) and found that, relative to people without mobility restrictions, each of these transit components poses high costs for wheelchair users. From a policymaking perspective, our findings point out the importance of expanding universal design in public transport. They also call attention to other factors that explain travel time such as sidewalks segments and the temporal organization of urban activities that may turn into schedule mismatches.

Socioscientific issues (SSIs) can provide a context to address societal decision-making processes in school. In recent years, studies have demonstrated that one effective way to deal with these topics is through role play. However, role plays may induce an unreflected attitude change based on the roles the participants take on, which raises ethical concerns about indoctrination. To explain this change of attitude, we applied the Transportation-Imagery Model. We asked if transportation into a role play would bring about a change of attitude and behavior. Furthermore, we investigated whether the perspective of the prepared or performed characters affected transportation and the direction of an attitude change. The research was conducted in Germany with a sample of 256 secondary-school students (M[subscript age] = 16.9 years, SD[subscript age] = 1.5, 68% female). We found that transportation affected neither attitude change nor behavior. There was also no effect of the prepared or performed characters' perspective on transportation or attitude change. This suggests that role play does not constitute a form of manipulation and can be used as a learning method for SSIs without reservation.

Background: People with intellectual disabilities living in group homes often have complex health needs, are high health service users and need support from their service provider to access health services. In Australia, little is known about the types and amounts of these supports. Methods: A case study was conducted on a large Western Australian disability provider of group homes to 160 people with intellectual disability. Over an 18-month period, including during the COVID-19 pandemic, the study quantified health service use in hospital- and community-based settings, ways by which the person was supported to access health care and the impact on other people supported by the provider. Economic costs of supporting access to health services were estimated. Findings: Overall, the disability provider supported 160 people in accessing health services an average of 23 times each (n = 3617, median = 20, interquartile range = 10-33) over the 18 months. Support included staff attending with the person (96%), following up with guardian/decision-maker (50%), additional resourcing via overtime or staff backfills (6%) and transport (94%). The average cost of supporting one health visit was estimated at $78.51 AUD (2021). Impact on the person's household included loss of opportunity for housemates (30%), reduced supervision within the home (79%) and longer timeframes to complete care needs (32%). The impact of COVID-19 restrictions saw a reduction in allied and mental health service use that did not return to prepandemic levels following the cessation of restrictions. Primary care, specialist, outpatient, pathology and emergency service use was also lower in the postrestriction period compared to the prepandemic period. Conclusions: For people living in group homes, the disability provider plays an essential role in supporting health service access, primarily through the provision of support staff and transport. The change in health service utilisation following the COVID-19 restriction period indicates that altered health system priorities can potentially exacerbate access inequality for people with intellectual disability.

Access to dangerous goods training for firefighters in remote areas is limited for financial and logistical reasons. Virtual reality (VR) is a promising solution for this challenge as it is cost-effective, safe, and allows to simulate realistic scenarios that would be dangerous or difficult to implement in the real world. However, rigorous evaluations of VR training tools for first responders are still scarce. In this exploratory user study, a simple VR training tool involving two dangerous goods scenarios was developed. In each scenario, trainees learned how to safely approach a jackknifed truck with a trailer and how to collect and communicate information about the transported materials. The tool was tested with a group of 24 professional firefighter trainees (n = 22) and instructors (n = 2), who each completed the two training scenarios. The main goal of the study was to assess the usability of the VR tool in the given scenarios. Participants provided feedback on cybersickness, perceived workload, and usability. They also filled out a knowledge test before and after the VR training and gave feedback at the end of the study. The VR tool recorded task completion duration and participants' navigation and use of tools events. Overall, the tool provided good usability, acceptance, and satisfaction. However, a wide range in individuals' responses was observed. In addition, no post-training improvement in participants' knowledge was found, likely due to the already high level of knowledge pre-training. Future directions for improving the VR tool, general implications for other VR training tools, and suggestions for future research are discussed.

This study focuses on the different impacts of platform training and learning by doing on gig workers' platform income. Based on survey data of China's delivery riders on the platform in 2020, via quantitative methods combined with the case study, it is found that the platform training is negatively correlated with riders' incomes, while learning by doing is positively correlated with their incomes. Workers with a high level of platform-income dependence earn more than those with an average level of dependence under the same platform training, or learning by doing. Overall, the incomes of the former are significantly lower than those of the latter, where the difference is mainly due to unobservable factors. Both platform training and learning by doing significantly reduce the income gap. In addition, the instrumental variable and the propensity score matching approaches are introduced to handle the endogeneity problem, and robust results are obtained.

We know that the socioeconomic structure of the areas around schools affects schools and their educational activities. Considering this fact, in the present study we sought to stress how the socioeconomic structure of the areas of schools where teachers carried out their duties affected the teachers. In the phenomenological study, we aimed to reveal the inequalities faced by the teachers who carried out a duty in a socioeconomically disadvantageous area in the southeast of Turkey. In order to collect data, we conducted face-to-face interviews with the teachers who experienced educational inequalities in their schools. We found that the teachers experienced both physical and educational inequalities, and these inequalities had individual and organizational effects. Due to these effects, the teachers had social and individual expectations. As a consequence, it is possible to state that the teachers had similar job definitions; however, they did not have similar opportunities in terms of the areas where they carried out a duty. We stress the necessity of actualizing fair applications that pay regard to the qualities of areas where teachers carry out a duty.

While writing has evolved away from the conventional method of using pens and paper in favor of digital tools (Li et al., 2019), English teachers continue to face difficulties in teaching writing. This study shows how mind-mapping and the program, Writeabout, can be merged for online writing classes in English for Specific Purposes (ESP) classrooms. It reports on a classroom-based research with a qualitative research design which includes class observations and essay analysis of first-year undergraduate students enrolled in the Railway Mechanical Technology program in Indonesia during the academic year 2020/2021. The analysis of students' essays via TOEIC-adopted writing criteria showed that the students lacked competence in vocabulary (range: 2-5), grammar (range: 2-5), and sentence quality (range: 2-5). However, their text organization skills were a bit higher (range: 3-7), which was likely due to the course instructions incorporation of mind-mapping techniques. The findings revealed that incorporating the mind-mapping technique and the Writeabout application into online writing lessons can have a positive effect on students' writing.

Hardships of educators can be evaluated in line with the environmental conditions they work and live in. In particular, the hardships experienced by classroom teachers who work in villages are noticeable. In addition, the difficulties faced by female teachers grow even more during their Professional life. This study aims at analyzing the problems of female teachers who work in the villages of some provinces in the eastern and south eastern part of Turkey. The participants were selected using the criterion sampling method, and was composed of 30 female teachers in various villages of Diyarbakir, Van, Gaziantep and Kahramanmaras provinces in the 2021-2022 school year. In the study, the structured interview technique, which is one of the qualitative data collection techniques was utilized. The obtained data were analyzed via the content analysis method. The results have revealed that female teachers generally do not experience problems with the villagers, but their teaching performance is negatively affected due to various other reasons such as accommodation, transportation, heating and poor living conditions.

This study aimed to identify the factors that lead to ineffective practice and the decreasing motivation of junior high school athletes for physical training in preparation for City Meet and EVRAA. To point out the several factors contributing to the problem, the researcher used the Ishikawa diagram. An Ishikawa diagram is a visual representation that graphically depicts the relationships between a certain result and its causes. The studied effect or negative problem is called "the fish head," and the potential causes and sub-causes are called "the fishbone structure." It was found out that people as a factor, in consideration of the student athlete's privileges and incentives, the distance of the practice venue from the school, school service for transportation, availability, and maintenance of sports equipment are some of the causes that might result in a certain problem in introducing and uplifting sports to our students. In conclusion, the concerns that complicate a problem require professional agreement and smart decisions. This, in turn, will lead to a harmonious flow of events and a successful potential athlete that needs to be recognized in a certain field of skills. Motivational aspects largely influence athletes' performance as well.

Background: This study identifies potential assets of the minibus taxi industry space and alerts taxi drivers to the expectations of various role-players in education, through understanding the views of various role-players about minibus taxi drivers and their role in supporting education. Aim: Viewing the minibus taxi industry through alternative lenses may lead to development which may ultimately lead to an improvement in the attitudes of the taxi industry towards the education sector and perceived negative behaviour of taxi drivers. Setting: The study took place at three schools in Gauteng, South Africa. Methods: The study followed an interpretive, qualitative research approach for exploring and understanding various views. A case study design using Lefebvre's, 'Production of Space' theory and asset-based theory, were used as a theoretical framework in conjunction with the Johari Window model. Convenient sampling was applied. Focus group interviews, semi-structured questionnaires, fieldnotes, and observation were used for data collection and construction. Results: The results indicated that views which are embedded in individuals have many facets; hence, it is important to be aware of them to be able to identify the assets of minibus taxi drivers. Conclusion: Minibus taxi drivers are key role players, valuable facilitators and role models for learners, although educational development is needed. Contribution: Very little work has been done on the educational value of spaces such as taxis and transport vehicles; this research adds considerable value to this research lacuna.

This study attempts to investigate students' learning outcomes in TOEFL preparation class through Mobile Assisted Language Learning (MALL) for Railway Mechanical Technology. The program was designed as a TOEFL preparation class that utilized Google Form, Quizizz, and Kahoot! As game-based learning (MALL platform). It was a case study on the 3rd year students of the Indonesian Railway Polytechnic (N=46). The observation was conducted during 20 meetings (40 hours). The data were collected through pre-test and post-test, then analyzed using descriptive statistics, paired t-test, Pearson r correlation, and Cohen d effect size. The passing grade score determined by the college (480) was also an additional consideration analysis. The results indicate significant impacts and a large effect on students' learning outcomes after joining the English Intensive Program through MALL in TOEFL preparation class. Nonetheless, the program implementing MALL had a moderate correlation and was less effective in enhancing students' learning outcomes. These findings shed light on the benefits and constraints of implementing MALL in the English Intensive Program. Moreover, some recommendations are given for teachers/instructors in TOEFL preparation class.

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]

Intersecting pressures within higher education ask geographers to be ever-more applied, global, community-engaged, field-based, and sustainable. Particularly within the liberal arts education systems, we navigate these pressures for both students seeking geography degrees and those completing their general education. While aspirational if often economically driven, these goals are in some ways contradictory. How can a course be both field and community based? How can a program deliver global "and" sustainable experiences? Where is the balance between applied practice and critical theory? Focusing beyond these high-level questions, while nevertheless engaging with them, we question the very possibility of drawing upon the legacy of community-based field research to offer a study away experience to students that not only teaches sustainable tourism, but practices it. Using autoethnographic fieldnotes and student surveys, we ask how field-based programs may show significant curricular application both within and beyond geography. We do so via a case study of our Amtrak Tourism: Trains, Cities, and Sustainability domestic faculty-led study away program which seeks to simultaneously practice and teach multiple forms of place-based sustainable-tourism. Our findings point towards the significance of slow tourism and dwelling as key components necessary in navigating both the pedagogical and touristic paradoxes programs such as our face.

Purpose: Virtual reality (VR) has been explored as a training and testing environment in a range of work contexts, and increasingly so in transport. There is, however, a lack of research exploring the role of VR in the training of tram drivers, and in providing an environment in which advances in tram technology can be tested safely. This study aimed to test a novel haptic tram master controller within a tram-based Virtual environment (VE). Design/methodology/approach: The master controller is the primary mechanism for operating a tram, and its effective manipulation can significantly influence the comfort and well-being of passengers, as well as the overall safety of the tram system. Here, the authors tested a haptically enhanced master controller that provides additional sensory information with 16 tram drivers. The feasibility and user acceptance of the novel technology were determined through surveys. Findings: The results indicate that the haptic master controller is seen as beneficial to the drivers suggesting that it could enhance their driving and demonstrate good acceptance. The VE has provided a potential training environment that was accepted by the drivers and did not cause adverse effects (e.g. sickness). Research limitations/implications: Although this study involved actual tram drivers from a local tram company, the authors acknowledge that the sample size was small, and additional research is needed to broaden perspectives and gather more user feedback. Furthermore, while this study focused on subjective feedback to gauge user acceptance of the new haptic technology, the authors agree that future evaluations should incorporate additional objective measures. Practical implications: The insights gained from this VE-based research can contribute to future training scenarios and inform the development of technology used in real-world tram operations. Originality/value: Through this investigation, the authors showed the broader possibilities of haptics in enhancing the functionality and user experience of various technological devices, while also contributing to the advancement of tram systems for safer and more efficient urban mobility.

Purpose: The reemergence of immersive virtual technology (IVR) provides both opportunities and challenges for workplace learning (WPL). The purpose of this study is to explore and develop knowledge about how gamification influences the WPL experience by addressing two research questions: "RQ1." What characterizes a gamified immersive safety training experience with IVR technology? and "RQ2." How does gamified immersive safety training with IVR technology impact the WPL experience? Design/methodology/approach: The study adopted a mixed methods approach by combining a systematic literature review with a case study on an empirical project about immersive fire safety training for train operators that are used at the Swedish train operating company SJ. The case study included data from semistructured interviews, Web survey and observation studies. The data was analyzed in two stages combining inductive and deductive data analysis for identifying themes and categories. Findings: The findings of the study are twofold: (1) themes that conceptualize the gamified immersive safety training experience based on outputs from both the literature review and the first round of data analysis; and (2) a framework with three overarching categories that are mapped with the identified themes, and which were deduced throughout the second round of data analysis. Originality/value: The originality of the findings stresses the implications of how a body of knowledge that synthesizes gamification concepts with immersive safety training, can inform the design of WPL experiences that are facilitated with IVR technology. As such, the implications of the findings are targeted toward both the advancement of the IVR discourse in the WPL field, but also toward practical considerations for design of immersive learning experiences that enrich WPL practices and culture.

Migrants, along with youth, stand at the forefront of gig economy in many countries. Gig work intersects with other domains of migrants' post-migration life, including career development. To substantiate "plural systems of knowledges" [Sultana, R. G. (2021). For a postcolonial turn in career guidance: The dialectic between universalisms and localisms. "British Journal of Guidance & Counselling," p. 5] required for understanding such intersecting boundaries, qualitative research that prioritises migrants' local knowledges is essential. This research systemically explores the career development of New Zealand immigrants working as rideshare drivers in Australia and considers the impact of gig work on their career development through the lens of the Systems Theory Framework (STF) of career development. Using a qualitative exploratory multiple case study design, interviews were conducted with four rideshare drivers. Findings highlight the role of systemic influences in the intersections of migration with gig work and career development. The role of the STF of career development in facilitating a systemic exploration through both stages of data collection and data analysis is highlighted.

The objective of this study was to determine the differential effects of the presentation position of the augmented reality--head worn display (AR-HWD) interface and the audiovisual-dominant multimodal learning material on learning performance and cognitive load across different learning tasks in training for high-speed train driving. We selected 48 participants to conduct an AR driving training experiment for high-speed trains. The results indicated that whether or not the AR interface was presented next to the learning target did not significantly affect learning performance and cognitive load. In complex learning tasks, such as learning to operate the controller of a high-speed train and to remember the steps of swapping the front and tail of the train, the auditory-led AR learning materials were effective in improving learning performance and reducing cognitive load compared with the visual-led AR learning materials. In the simple task of icon recognition, the visual-led AR learning materials performed better in terms of learning performance and cognitive load. The results of this study can guide the design of AR-HWD interfaces for different learning tasks in training for high-speed train driving, which can improve learning performance and reduce cognitive load during the learning process.