This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches.

The evaluation of Service-Learning (S-L) projects in online environments has become increasingly relevant in educational research, at the same time as the importance of using mixed methods has risen. However, there are few studies focusing on the evaluation of virtual Service-Learning, as most studies concentrate on face-to-face Service-Learning projects. In this regard, the aim of the present research is to assess three Virtual Service-Learning (vS-L) projects using a blended (quantitative-qualitative) evaluation method, also conducted online. The evaluation was conducted by students from the National University for Distance Learning, who completed a questionnaire asynchronously and participated in synchronous focus groups within their respective groups. Data were arranged in a mixed panel (questionnaire items and focus group verbatim opinions). The questionnaires demonstrated that Service-Learning is an excellent methodology to broaden students’ skills, abilities, and competencies to better face the professional world. The focus group verbatim interventions showed that the construction of indicators improves learning. Overall, the assessment results revealed a high level of student satisfaction. The implementation of our mixed-methods approach is innovative because it is conducted entirely online and utilizes computer technology for processing the gathered information.

Learning to read constitutes one of the most important cognitive abilities students acquire during their education, and teachers’ knowledge of reading instruction is considered significant to teaching quality and students’ achievement. This paper aims to systematically review the existing research on teacher knowledge of reading instruction over the past six years, following the PRISMA statement’s guidelines, to identify the current research trends, areas of research, and research gaps. Three main research areas are identified in the 22 reviewed articles, namely (a) Teacher knowledge (TK) exploration, (b) TK assessment, and (c) TK development. More specifically, research on TK exploration includes sub-themes such as examining TK, investigating the relationship between TK and practice and student achievement, and influencing factors of TK. TK assessment includes research on the development and validation of more comprehensive measurement tools to assess teachers’ content knowledge and pedagogical content knowledge of reading instruction. TK development involves the effectiveness of interventions on TK of reading instruction in teachers’ professional development programs. Future studies are recommended to use a more diverse range of methods, including both quantitative and qualitative approaches to study teachers’ knowledge in their classroom practice, and to focus on teachers’ active role as knowledge constructors. Studies in L2 reading contexts are also recommended.