The Future of Integrated Business and Engineering: Reading Skills of Business and Engineering Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F71226401%3A_____%2F25%3AN0101104" target="_blank" >RIV/71226401:_____/25:N0101104 - isvavai.cz</a>

Výsledek na webu

<a href="https://online-journals.org/index.php/i-jep/article/view/57915" target="_blank" >https://online-journals.org/index.php/i-jep/article/view/57915</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3991/ijep.v15i6.57915" target="_blank" >10.3991/ijep.v15i6.57915</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Future of Integrated Business and Engineering: Reading Skills of Business and Engineering Students

Popis výsledku v původním jazyce

Reading literacy is a key competence for vocational education in technical and economic fields. This study analyzes the level of sub-reading processes of text processing in 443 students aged 17 years to investigate the differences in cognitive performance between technical and economic studies. Using a standardized test, it was found that the overall performance of the students is low. Significant correlations were noted between higher cognitive processes, particularly between thinking about the content and drawing inferences. Statistically significant differences between fields of study were found using the Mann-Whitney U test. Engineering students were significantly more successful in information retrieval compared to economics students. The findings underscore the need to develop reading skills across disciplines and promote the integration of technical and economic thinking. The results have implications for curriculum design and pedagogical practice aimed at developing integrated professional competencies. Activities promoting the ability to work with technically structured texts and strengthening interdisciplinary elements through business simulations, case studies, or team projects should be systematically included. Inspiration can be drawn from successful interventions or the implementation of school standards and shared materials for reading activities, which the OECD identifies as examples of good practice.

Název v anglickém jazyce

The Future of Integrated Business and Engineering: Reading Skills of Business and Engineering Students

Popis výsledku anglicky

Reading literacy is a key competence for vocational education in technical and economic fields. This study analyzes the level of sub-reading processes of text processing in 443 students aged 17 years to investigate the differences in cognitive performance between technical and economic studies. Using a standardized test, it was found that the overall performance of the students is low. Significant correlations were noted between higher cognitive processes, particularly between thinking about the content and drawing inferences. Statistically significant differences between fields of study were found using the Mann-Whitney U test. Engineering students were significantly more successful in information retrieval compared to economics students. The findings underscore the need to develop reading skills across disciplines and promote the integration of technical and economic thinking. The results have implications for curriculum design and pedagogical practice aimed at developing integrated professional competencies. Activities promoting the ability to work with technically structured texts and strengthening interdisciplinary elements through business simulations, case studies, or team projects should be systematically included. Inspiration can be drawn from successful interventions or the implementation of school standards and shared materials for reading activities, which the OECD identifies as examples of good practice.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Engineering Pedagogy

ISSN

—

e-ISSN

2192-4880

Svazek periodika

15

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

17

Strana od-do

35-51

Kód UT WoS článku

001636377500002

EID výsledku v databázi Scopus

2-s2.0-105023126065