In an era where technology plays a significant role in the lives of people of all ages, adapting to rapidly advancing technology is essential. Lifelong learning, which integrates formal, non-formal, and informal education, helps learners develop skills and abilities independently. Programming skills serve as an example of lifelong learning, requiring the development of technical skills such as programming, planning, and testing, as well as communication, teamwork, and systematic thinking. This research focuses on utilizing Generative Artificial Intelligence (Generative AI) to enhance programming skills through self-directed learning combined with interactive learning. The study was conducted with 21 students enrolled in the Higher Vocational Certificate (Diploma) program in Mechatronics and Robotics. The study applied the MAR model, which consists of three stages: The motivation stage, is designed to encourage learners to engage in activities that link prior knowledge or experiences with new knowledge, thereby fostering self-directed learning motivation, such as designing personalized learning activities based on individual interests; the Activity stage, which provides opportunities for learners to use Generative AI technology for self-directed learning according to their goals and plans, enabling them to understand concepts, apply knowledge in various situations, and track their learning progress; and the Reflection and Progress stage, focusing on reviewing, analyzing, and reflecting on learning outcomes, as well as exchanging ideas and skills with peers and receiving constructive feedback. These stages were designed based on theoretical foundations and a literature review. Furthermore, the research emphasized ethical considerations in AI use, such as data privacy and societal impacts, to promote high-quality, beneficial lifelong learning. The findings showed that before the learning process, the learner had no background in programming and had never used AI technology. However, after participating in the learning activities, students became more open to learning and responded positively to the self-designed activities, which aligned with their interests and skills related to their field of study. These findings suggest that this learning process, when implemented effectively, can be applied to lifelong learning for individuals of all genders and ages.

In teacher education programs, pre-service teachers need professional teaching practice in schools, including teaching, classroom action research, and related activities. According to the Teachers' Council professional standard requirements, they need to conduct action research on one topic each semester. These requirements can be challenging, especially during the school internship. They face difficulties in lacking statistics software tools, selecting proper statistics, and seeking advice from statistics teachers with time constraints. Thus, the current study aims to develop a web application as an aiding tool for classroom action research that students can study by themselves anywhere and anytime. This tool was used as a free learning aid. The study also compares the effectiveness of technology-based learning between the proposed web application and similar educational tools that students use. This web application was designed with three main functions: an introductory statistics lesson, data analysis, and a recommendation for statistics selection. In the first function, the content offers basic research and statistics. In the data analysis function, preservice teachers can upload the data files and choose the preferred statistics. The last function is a recommendation for statistics selection. If students do not know which statistics they should use, the recommendation function suggests statistics based on their data. The participants included 20 pre-service teachers studying in the fifth year of an electrical technology education program and act as a college teacher who taught about electrical, electronic, or computer subjects. The assessments were developed to validate the current tool's effectiveness. The results found that the current tool helped the pre-service teachers confirm the selection of the statistical method from their own thinking. Some students reflected that the more understanding of the research content, the clearer understanding of the statistical method would be used. In addition, they reflected that the web application was convenient and easy to use, especially when they were in school and lacked a statistics software license. The contribution of this study is to promote students' understanding of statistics usage in classroom-action research based on a technology-enhanced learning tool.

An electrician is an exciting profession because there are many tools and equipment that contain electrical components. Problem solving and collaboration of all parties in the profession of the electrician, there should be learning management that is appropriate to the context of the learners to enhance the learners to acquire knowledge that is suitable for everyone's learning. This study used a variety of learning management processes together with recreational activities as the main theory. The problem of COVID-19 caused the students to not develop the potential that is suitable for themselves Therefore, the researcher used this process to design this learning activity. To help learners recognize their learning style and develop physical mechanisms, including teamwork skills, this is the element that allows the electrician profession to work effectively and learners to discover their abilities.

This research proposed the development of problem-solving skills of mechatronic maintenance technicians by using a project-based learning model (PjBL) to reduce waste in the production process. The learning procedure consisted of 8 disciplines (8D) based on five steps of PjBL which composed of define, plan, do, review, and presentation. At define step, working team establishment and problem define were required. Next is plan step, which working team need to identify goals, find out the root causes, and select a solution technique. Teamwork was required to implement selected solution technique from previous step. For review step, preventing recurrence, approving and sharing the solution were required. At all process, working team was required to present their progress in the presentation step. As a result of this activity, the technicians were able to analyze the cause of the problem, collaborate to find solutions, and prevent future problems by creating standard operating procedures. The result found that technicians can analyze the cause of the problem, collaborate to find solutions and prevent problems directly by creating standard operating procedures. After applied standard operating procedures, the machine breakdown time due to came off label and overlap label was reduced by a total of 88.7%.

This article presents the application of the CDIO approach combined with experiential learning theory to enhance technicians' problem-solving skills and reduce the time spent on machine installation, which leads to a reduction in production loss. CDIO, which stands for Conceive, Design, Implement, and Operate, was utilized to design and organize the activities involved in the study. Moreover, experiential learning theory was integrated into the CDIO process to enhance technicians' analytical and problem-solving skills through the sharing of prior experiences with their colleagues. Technicians can learn effectively through activities in the Conceive step, where they analyzed root causes using a fishbone diagram. In the Design step, they found solutions using a tree diagram and created a manual. During the Implement step, they worked on-site and resolve the problem based on the manual. Finally, in the final step, technicians compared the data and summarized the results. The results from the application of CDIO and experiential learning theory indicated that it was successful in developing technicians' systematic thinking and enhancing their communication through the sharing of experiences with their colleagues. Additionally, the technicians were able to set the machine values, resulting in a reduction of losses in the glass bottle labeling process.