Calitatea Vieții

Note

Maria Potes Barbas, Gabriela Neagu — Tue, 25 Mar 2025 00:00:00 +0000

Bridging NEET Status and Employability Through Digital Literacy: Implications for TVET Policies in the Digital Age

Ekrem Bahçekapılı, Gabriela Neagu, Muhammet Berigel — Tue, 25 Mar 2025 00:00:00 +0000

In the digital age, the employability, quality of life and social inclusion of young people, particularly those classified as NEET (Not in Education, Employment, or Training), is increasingly linked to their digital literacy. This study examines the relationship between digital skills and NEET rates across European Union countries, emphasizing the role of Technical and Vocational Education and Training (TVET) policies in addressing digital exclusion. By analyzing Eurostat data for 2023, the research investigates disparities in digital competencies among NEET populations based on gender, age, and regional differences. The primary aim is to assess how digital skills impact employability and to propose policy recommendations for integrating digital literacy into TVET curricula.

To achieve this, the study employs hierarchical clustering analysis to categorize EU countries based on their NEET rates and digital skills distribution. The dataset comprises Eurostat statistics from 32 European countries. The key variables analyzed include employment status and digital skill levels categorized as high, basic, low, or none. The clustering results highlight critical gaps in digital education and underscore the need for tailored TVET policies that equip NEET youth with relevant digital competencies. This study provides evidence-based policy recommendations to bridge the digital divide, enhance labor market integration, and align vocational training with the evolving demands of the digital economy. The findings contribute to the broader discourse on digital inclusion and workforce preparedness in the modern labor market.

Exploring Information Credibility in Traditional Media Websites and News Portals

Ramadan Çipuri, Raimonda Nelku, Isa Erbas — Tue, 25 Mar 2025 00:00:00 +0000

Digital media transmits information faster than traditional media, but it is often met with skepticism regarding its credibility. As digital media becomes increasingly dominant, it is crucial to assess the credibility of its information. This paper presents a study that evaluates the credibility of information on traditional media websites and news portals among journalism and communication university students. A survey of 253 students from seven different journalism and communication departments examines factors influencing media credibility, including medium dependency, interactivity, transparency, argument strength, personal expertise, and information quality. The study employs various machine learning models to validate its findings, showing that traditional media websites are perceived as more credible than news portals, with argument strength and information quality being the most significant contributors to the credibility of information.

Speaking Skills Training: A use Case in VET and Adult Learning Environments

Maria Koutsombogera, Evangelos Kapros — Tue, 25 Mar 2025 00:00:00 +0000

This paper describes a speech analysis technology that computes personality traits of a speaker. The technology analyses primary speech features via sound engineering and complex personality features (concretely, the “Big 5”) via an AI model trained on a variety of native and non-native speakers of English. The results are communicated to the users/learners so that they can understand how they are being perceived as speakers and therefore improve their speaking skills. To this end, an online course explains speaking features, interpreting personality computing results, and exercises on breathing, etc., to improve one's speaking performance. We describe the process of deployment of this course to learners of VET or other professional education and training at institutions in 8 countries and online globally, including the presentation of the course and the related technology, the identification of participants, and the implementation of a pre-survey on attitudes related to speaking and a feedback survey post-course. We report an analysis of the results of the surveys as well as of the achievements of the learners who took the course. Results suggest that the learners present an improved understanding of how they are being perceived as speakers, as well as a high satisfaction rate and engagement with the course. Additionally, in the short duration of the trial, a slight improvement in speaking skills is arguably already detectable. However, actual improvement in speaking skills is a long-term effort, and generalised claims cannot be made, in contrast with the improvement in understanding how one is perceived by others as a speaker, which is evident by the results presented in this work.

Strategies for Applying AI in Vocational Education and Training. Predict: Preliminary Results and Impact

Maria Potes Barbas, Andreia Teles Vieira, Paulo Duarte Branco, Elsa Casimiro — Tue, 25 Mar 2025 00:00:00 +0000

This paper intends to demonstrate and analyze strategies for applying AI in vocational education and training. In particular, it analyzes the preliminary results and their implications of the PREDICT: JOBS OF THE FUTURE WITH AI 4 VET INCLUSION project. The PREDICT project addresses the pressing challenges faced by the emerging workforce, particularly those graduating from vocational education and training (VET) programs. By formulating comprehensive strategies, the project aims to promote the inclusiveness, lifelong learning and mentoring that are critical to the career advancement of these individuals, especially those from disadvantaged backgrounds. Through a series of objectives, including developing a holistic digital reskilling model, addressing digital illiteracy, creating mentorship guidelines, promoting green digital tools, and establishing sustainable models, PREDICT seeks to equip VET students and other target groups with the necessary skills and readiness for the digital age. Ultimately, the project aims to empower individuals with digital resilience and readiness tailored to their individual needs, ensuring their successful integration into the evolving workforce landscape.

In this paper, we analyze the preliminary results, such as the manuals on green digital tools for innovative jobs and the IA course prototype, and their impact on the overall project. The impact is one of the most important indicators because the goal of this project is to create roadmaps, guidelines, blueprints, and other mechanisms that can be easily replicated or used by any of our European peers (be it an NGO, a company, an association or even a country).

Integrating Artificial Intelligence (AI) Into Technical and Vocational Education and Training (TVET): A Prisma-Based Systematic Review

Duygu Solak Beri̇gel, Lokman Şilbir, Gülbahar Merve Şilbir — Tue, 25 Mar 2025 00:00:00 +0000

In today's world, characterized by the dominance of digital technologies, vocational education plays a pivotal role in driving economic growth and development. Nevertheless, it faces significant challenges in adapting to the rapidly evolving demands of modern industries. This study explores the role of Artificial Intelligence (AI) in reshaping vocational education curricula. A total of 73 articles were initially identified from the Web of Science database using specific queries related to AI, vocational education, and curriculum design. After applying inclusion and exclusion criteria, 27 articles published between 2019 and 2024 were selected for in-depth analysis. The systematic review employs the PRISMA methodology to analyze 73 articles, ultimately focusing on 27 relevant studies published between 2019 and 2024. The systematic review in the study follows the PRISMA methodology, ensuring a rigorous and transparent process. Key themes include the integration of AI tools for data-driven insights, personalized learning environments, curriculum design emphasizing AI and digital skills. The study underscores the importance of AI in enhancing teaching practices, promoting inclusiveness, and preparing students for AI-focused careers. It also emphasizes the necessity of AI training for educators, equitable access to technology, and the development of ethical frameworks to guide AI integration in education. The findings emphasize that personalized learning supported by AI enhances students' skill acquisition and aligns educational outcomes with workforce demands. Legal and ethical dimensions of AI, particularly in vocational education, need to be addressed to ensure responsible usage and equitable implementation.