Sociology Study Development with Problem Based Learning Approach in Class XI Students at SMAN 1 Jakarta

The learning process requires the right learning model and the right method. Mistakes in using learning models can hinder the achievement of the desired educational goals. Another impact is the low ability of students to reason in a lesson. This is because in the learning process in the classroom students are less involved in optimal situations for learning, learning tends to be teacher-centered, the teacher becomes. In addition, students are less trained to analyze existing problems, students rarely submit ideas to answer questions about the process of solving the questions posed by the teacher. Ivor K. Davis argues that "one of the tendencies that is often overlooked is forgetting that the essence of learning is student learning and not teacher teaching" (Rusman, 2012). At this time, the Sociology subject was identified as a "rote" subject by both teachers and students. Sociology subjects are considered nothing more than a collection of concepts and theories that must be memorized outside the heads of students so that they are meaningless. This assumption arises because many of the learning and evaluation processes carried out by sociology teachers only lead to rote memorization. Whereas memorization is the result of learning in the lowest cognitive domain in Bloom's taxonomy. The sociology learning process that leads to memorization is proven ineffective, in fact what happens in the field of sociology learning outcomes is generally still low. The results of the 2018/2019 academic year UN released by the Ministry of Education and Culture (https://hasilun.puspendik.kemdikbud.go.id, 2020) confirm this. Abstract

Figure 1. Grafik Rerata UN Sosiologi SMAN 1 Jakarta
The sociology value of SMA Negeri 1 Jakarta from the 2018/2019 academic year is still below 75 because the sociology learning process that takes place at SMA Negeri 1 Jakarta still shows learning that leads to conventional learning, such as the learning process is still taking place in one direction, namely the teacher is more dominant in conveying information It is recommended that students and students master the learning material by memorizing existing concepts which will later be presented one by one in front of the class.
The unavailability of sociology learning designs that are specific to the application of problem-based learning models is an obstacle for teachers and students in achieving learning objectives, even though the application of problem-based learning models in sociology subjects will involve students to be able to play an active role with teacher guidance, so that students' abilities are increased in relating the concepts learned to the real problems around them. Based on the background of the problem above, the researcher is interested in developing a learning model with the title "Development of Sociology Subjects with a PBL Approach in Class XI Students at SMAN1 Jakarta".

Development Style
The definition of development research according to Borg & Gal is a process used to develop and validate research products. This study followed the steps in a cycle. This research step or development process consists of studying the product research findings to be developed, developing products based on these findings, conducting field trials according to the background in which the product will be used, from revising the results of field tests. Development research according to Seels & Richey is defined as follows: "development research, as opposed to simple instructional development, has been defined as the systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of internal consistency and effectiveness. '. Based on this definition, development research as distinguished from simple learning development is defined as a systematic study to design, develop and evaluate programs, processes and learning outcomes that must meet the criteria of consistency and effectiveness internally (Punaji Setyosari, 2016).

Problem Based Learning Model
Problem-based learning is based on cognitive psychology theory, especially Piaget and Vigotsky's theory (constructivism). According to Constructivism theory, students learn to construct their knowledge through interaction with their environment. Problem-based learning (PBL) can make students learn through structured real world problem solving efforts to construct student knowledge. This learning requires students to actively carry out investigations in solving problems and the teacher acts as a facilitator or guide. Learning will be able to form higher order thinking skills and increase students' ability to think critically (Ridwan, 2014).
In contrast to discovery learning (inquiry-discovery) which emphasizes more on academic problems. In problem-based learning, problem solving is defined as a process or effort to get a real-life task or situation accomplished as a problem by using known rules. So, problem-based learning focuses more on real-life problems that are meaningful to students.

Critical Thinking
Critical thinking is a systematic process that allows students to formulate and evaluate their own beliefs and opinions. In addition, he argues that critical thinking is an organized process that allows students to evaluate evidence, assumptions, logic and language that underlie other people's statements (Elaine, 2012).
Using argument analysis and giving birth to new insights from the interpretation of facts, situations, problems and circumstances through deductive or inductive reasoning are the basis for critical thinking. In critical thinking, a person's mind must be open in determining decisions made based on the facts they have. Facione emphasized that critical thinking is a decision making on what to do and believe through a way of reflection. In line with Facione's opinion, Ennis argues that critical thinking is the focus of the mind on reflection to determine what should be done and believed. Critical Thinking or critical thinking can also be interpreted as an art in analyzing and evaluating with a view to improving it (Desmita, 2006)

III. Research Methods
Researchers in this study used the instructional development model (MPI) development procedure developed by Atwi Suparman.

Development Procedure a. Identifying Instructional Needs
Instructional activities in Atwi Suparman (Suparman, 2014), are intended to identify gaps between the current condition and what it should be. In general, the information that is sought in the process of identifying instructional needs is the current competence of students to be compared with the competencies they should have.
Researchers in identifying learning needs conducted structured interviews with teachers and students. Interviews were conducted to identify learning needs including learning objectives, learning models, learning media, learning tools, knowledge of problem-based learning models, learning outcomes and the learning process in class. Based on the results of the interview, it was obtained a description of the competency gap of students now, with the expected conditions.
After analyzing the needs of the researcher, the researcher can identify the deficiencies that occur in the sociology learning process at SMAN 1 Jakarta. These deficiencies will become a benchmark in the preparation of general instructional goals so that students' critical thinking abilities increase.

b. Write Down a General Instructional Objective
From the activity of identifying instructional needs, the answer was obtained that solving the problem of the gap between the current state and the one expected was the implementation of instructional activities. The goal is the achievement of competencies that have never been studied or have not been carried out properly by students. These learning outcomes are called general instructional goals The activity of formulating general instructional objectives aims to produce directions for sociology subjects that will be developed by researchers for deficiencies that occur during the current implementation of sociology learning. The objectives set are expected to solve the learning problems faced by students.

c. Perform Instructional Analysis
Instructional analysis in Atwi Suparman (Suparman, 2014) is a process of describing general competencies into sub-competencies, basic competencies or special competencies that are structured logically and systematically.
Researchers conducted an instructional analysis in this study by conducting discussions with teachers and vice principals in the curriculum field to determine the subjects to be discussed in the learning process that referred to general learning objectives. The result of the learning analysis step is a sub-competency map that shows the most basic sub-competency arrangement to the highest competency as formulated in TIU.

d. Identifying Behavior and Early Characteristics of Students
At this stage the researchers conducted unstructured interviews with the vice principal in the field of curriculum and obtained information about students through documents owned by the school. The stage of identifying student behavior and characteristics is carried out with the aim of obtaining information about the starting point or beginning of lessons that must be given to students, general characteristics of students, experience, motivation, location of residence, access to communication channels / information technology media. This information is needed because it is estimated that it can affect the success rate of achieving instructional goals so that it needs to be taken into account in the instructional design process.

Writing Specific Instructional Goals
Special Instructional Objectives (ICT) in Atwi Suparman (Suparman, 2014) are a translation of specific instructional objectives. Foreign literature refers to them as objectives, or enabling objectives to differentiate them from general instructional objectives, goals, terminal objectives, which mean General Instructional Objectives (TIU).
Researchers in formulating specific learning objectives hold discussions with material experts and sociology subject teachers to produce specific learning objectives formulations that are in accordance with this research. The results of the discussion were in the form of formulation of specific learning objectives

a. Develop Learning Outcomes Assessment Tool
Researchers in this study will use a benchmark reference test as a tool for assessing learning outcomes. Benchmark reference tests are used to assess and measure the level of mastery of each student against the competencies listed in specific learning objectives. At this stage, the researcher made a grid and question instruments which were discussed with the sociology subject teacher. The results of this stage are in the form of grids and items or learning outcomes tests that will be given to students

b. Develop Instructional Strategies
Gagne, Wager, Colas and Keller in Atwi Suparman (Suparman, 2014) explain the notion of Instructional strategy as a tool or technique available for instructional educators and designers to design and facilitate learning. Researchers in compiling and developing instructional strategies hold discussions with teachers of sociology subjects. The results of the learning strategy are in the form of a syllabus and a lesson plan design. While Simorangkir and Sembiring (2018) stated that Education that is carried out from time to time is always changing in accordance with the times. Therefore, teachers as learning managers are required to be more creative and innovative in order to make learning outcomes more optimal.

c. Develop Instructional Materials
Researchers at this stage developed instructional materials in the form of material summaries, media presentations (powerpoints), video lessons and guidelines for teachers and students to be used in sociology learning with a problem-based learning approach. In developing this learning material, the developer conducts discussions with the sociology subject teacher to produce instructional materials that match the learning objectives.

d. Designing and Implementing Formative Evaluations
Formative evaluation is carried out to assess the quality and efficiency of the developed product. The products developed by researchers were tested for feasibility by expert reviews (material experts, learning design experts, and media experts) and tested for effectiveness through one to one evaluation, small group trial and field test.

IV. Results and Discussion
The sociology subject learning design with the Problem Based Learning approach developed by the researcher is made according to the needs of students and teachers in schools and is developed by following the steps of the instructional development model. A good learning design will make it easier for teachers and students to achieve learning goals.
Based on the results of identification of needs, there is no yet available learning plan for sociology subjects that uses a comprehensive and good quality PBL approach, even though a sociology learning design that supports critical thinking processes and the ability to solve problems is needed in the world of education.
The Learning Design for Sociology Subjects with the PBL Approach is prepared based on the suitability of the approach to the material that has been selected. This approach is expected to be able to make students accustomed to thinking critically or in sociology, known as sociological imagination, sensitive and able to provide solutions to social problems in their daily life in society. Making cases of social problems that are contextual and close to the lives of students will bring out meaning when they apply them in learning.
The learning design of sociology subjects with the PBL approach developed by researchers has been through due diligence by expert reviews in terms of material, learning design and media. Based on the data from the feasibility test results, the design of the Sociology Subject Learning Design with the PBL approach developed by the researcher is appropriate for use in the sociology learning process in schools with the following details:

Expert of Mathery Before evaluation
After of evaluation

TIU contains two verbs
Changing TIU to after participating in sociology learning with a problem-based learning approach, students will be able to provide solutions to solving social problems using various sociological concepts and factual data Too many ICTs use operational verbs to explain Breaking ICT into analyzing social problems, into two, namely: • Analyze the social problems of poverty • Analyze the social problems of crime 2. Change some of the ICT using the verb explain to idenfy and predict.

Expert of lesson desain Before evaluation After evaluation
Media does not vary Adding a summary of learning materials Less detailed learning strategies Improve PBL syntax guidelines for teachers and students Media of Expert Before evaluation After evaluation For PPT: 1. Change Font Type 1. 1. The font has been changed to century font 2. Improve the learning objectives in the PPT 2. The objectives in the PPT are changed to After participating in learning through this power point, students will be able to provide solutions to solving social problems using various sociological concepts and factual data

IV. Conclusion
The results showed that from the expert test consisting of material, media and instructional design experts it can be stated that the learning design of Sociology Subjects with a problem-based learning model approach is feasible to use.


Flipped classroom: How higher education institutions (HEIs) of Bangladesh could move forward during COVID-19 pandemic

Due to COVID-19 pandemic, Bangladesh along with most of the developing countries is facing unexpected impediments towards functioning their regular activities. Most importantly, schools at all levels and Higher Educational Institutions (HEIs) have been completely shut down since March 26, 2020 that directly obliged stakeholders (Ministry of Education, institutes authorities, parents and other relevant bodies) to adopt online education. Due to having very less experience, in many cases no experience at all, of conducting teaching and learning wholly online by HEIs of Bangladesh, myriad challenges have been encountered by teachers and students. In order to find out a viable technique for dealing with these challenges, this paper addresses two research questions: What are the available open Source technologies that could be used as an alternative of paid LMS system for any developing countries during this COVID-19 pandemic? and Is exiting flipped classroom technique suitable for continuing teaching and learning during COVID-19 pandemic? In an effort to solve the above mentioned questions, a case study method was adopted. The findings of this study propose a pathway (framework) through which the HEIs of developing countries will be able to continue teaching and learning without investing money and organizing training during this COVID-19 pandemic and similar other emergency situations. This strategy provides a simple but reliable emergency means which is based on flipped classroom theory. The HEIs of Bangladesh particularly, and other developing countries generally will be benefited from this proposed framework while they do not have established means to carry their teaching and learning. This paper lastly addresses a few limitations of this framework and provides guidelines to the policymakers on how to incorporate it into the HEIs during this emergency context.

Introduction
Since December 2019, a mysterious disease emerged in the Chinese's city of Wuhan, the capital of Hubei, a province located in the central part of the country (Lu, Stratton, & Tang, 2020). This disease would later be known as coronavirus disease 19 or simply as COVID-19 (Source: WHO, 11 February 2020). During the early stage of the virus, which is believed to have originated in a wet-market, the Government of China (GOC) played down its severity and compared it to ordinary flu (Jandrić, 2020). However, as of late January 2020, it became obvious that this was a novel virus, far more severe than it was first thought, as it started spreading rapidly within China and beyond its borders (Peters et al., 2020). By the time this article is being written, it has been reported that more than 5,710,393 people around the world have been infected (John Hopkins University & Medicine, May 28, 2020).
In an attempt to hamper the outbreak of the virus, the GOC swiftly adopted various drastic measures including a total lockdown of the city of Wuhan toward the end of January 2020 (Fanelli & Piazza, 2020). Despite their best efforts, however, the virus quickly got out of control and spread to almost everywhere in the world (Fanelli & Piazza, 2020;Gao, Tian, & Yang, 2020). Between February and April 2020, many developed countries such as the USA, the UK, Italy, France and Spain became the epicenter of the pandemic. The number of daily registered new cases and deaths grew significantly fast that the total number of infections and deceases in those countries is now higher than that of China, where the outbreak started (John Hopkins University & Medicine, May 28, 2020). Furthermore, countries such as India, Brazil, Turkey, and other developing nations seemed to have been fairing well at the initial stages of the pandemic. However, that has changed in recent weeks as the number of infections has hiked significantly leading to their respective governments to initiate total lockdown (Al Jazeera, March 23, 2020).
Bangladesh, as a developing country, has not been exempted from such a recent rapid spread. Since late march 2020, the whole country has been in a total lockdown as the government attempts to contain the virus (The Daily Star, April 09, 2020). As a result, most of the daily activities have been put on hold with schools at all levels and HEIs being at the forefront. With the number of new infected cases increasing exponentially over the last few weeks, more than 40,321 as of May 28, 2020 according to the data released daily by the Institute of Epidemiology, Disease Control and Research (IEDCR) (https://www.iedcr.gov.bd), Prime Minister Sheikh Hasina announced that the educational institutions may not open until September 2020 due to this COVID-19 pandemic (The Daily Star, April 28, 2020).
At this stage, the HEIs of Bangladesh are facing four immense challenges from three different stakeholders. Firstly, government through the Ministry of Education (MOE) and the University Grants Commission (UGC) of Bangladesh were reluctant to approve online education as an alternative during the coronavirus lockdown. However, with the pandemic still not under control and lockdown being extended successively, government has therefore encouraged the HEIs to adopt the online strategy as a means of conducting their teaching in order to facilitate the students' progress and avoid academic session jam (The Daily Star, April 30, 2020). Secondly, in the case of private universities particularly, the situation is even more alarming, when all expenses starting from staff and faculty salaries to the payment of other necessary bills along with important purchases, depend entirely on the various tuition fees paid by the enrolled students. If the lockdown is to extend for a longer period of time as indicating the Government of Bangladesh (GoB), it could lead to some serious repercussions on the survival of such institutions, let alone their wellbeing. Therefore, the need for teaching and learning to continue is of extreme importance to these institutions, not only to secure their own survival, but also to ensure the enrolled students do not end up losing their time and money. Thirdly, given that the spreading of coronavirus pandemic in Bangladesh seems to be on a high and as of yet there is neither confirmed clinical treatment for the illness nor preventive vaccination globally, this leaves the country in particular, and the whole world at large, with no option other than adopting online education as the only available alternative to keep education running in this critical situation (Bourne, Harris, & Mayadas, 2005;Harasim, 2000;Tabner, 2020). Otherwise, the entire education system of the countries that fail to adopt it will remain shut down until the situation gets back under control (Tabner, 2020). Lastly, parents and guardians are concerned of the wellbeing of their children along with the successful completion of academic year 2019-2020. The above mentioned challenges along with various others, have led to the suggestion from the MOE, UGC and other educators and educational administrators in HEIs to conduct the teaching and learning online until the time when the situation gets back to normal.
Consequently, in response this emergency, the HEIs have already decided to shift the teaching and learning to the online environment (online education) like has been the case in various parts of the world including China where Peters et al. (2020) claimed that almost every course offered by the various universities has been made accessible online. However, in case of Bangladesh, like many other developing countries, the prospect of introducing online learning in the various levels of education has regularly been discussed by their various stakeholders. Nevertheless, the practical implementation of such programs has so far been unsuccessful to materialize for various reasons (Khan, Hasan, & Clement, 2012). This leaves universities, polytechnics and other institutions of higher education with great challenges on how they can swiftly deal with this unprecedented situation. Besides, since online teaching and learning is, in most cases, new to some students and teachers, all concerned are not convinced with prospect of online education in Bangladesh. It is reported that some teachers are also not optimistic about it especially when it comes to courses that involved much practice (Huq, 2020). Daniel (2020), nonetheless, rightfully argues that, through online education, it is pretty much possible to teach students who require practical training (like Engineering students) but admits that special arrangements must be considered for it to be successful.
In order to find out a remedial technique for addressing the challenges of online teaching and learning, the authors designed an integrated strategy which was carried out during this pandemic situation at a HEI of Bangladesh. This strategy may provide a simple but reliable emergency means through which teaching and learning can be delivered at any HEIs of developing countries during lockdown situation.

Purpose of the study
The objective of this article is to suggest a pathway by which the HEIs Bangladesh particularly and other developing countries with similar contexts generally may be able to continue teaching mostly their theoretical subjects during this COVID-19 pandemic and similar other emergency situations. In this paper, a modified method of a Flipped Classroom technique is presented which may enable teachers to continue their instruction during this lockdown situation. This is in line with a recent research that suggests that teaching and learning can take place without having both teacher and students at face-to-face (physical presence) classrooms (Daniel, 2020). In order to address this purpose, the following two research questions were listed for guiding the article: (i) What are the available open source (free) technologies that could be used as an alternative of paid LMS system for any developing countries during this COVID-19 pandemic? (ii) Is exiting flipped classroom technique suitable for continuing teaching and learning during COVID-19 pandemic?

What is flipped classroom?
Over the last few years, flipped classroom has been gaining significant attention and admiration due to its flexibility and increased access to high speed internet connectivity and digital resources as well as technology (Milman, 2012;Mok, 2014;Sun, Xie, & Anderman, 2018;Zhai, Gu, Liu, Liang, & Tsai, 2017). A number of studies were conducted as a result leading to the succession of various definitions. Flipped classroom is a "pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter" (Flipped Learning Network (FLN), 2014).
In addition to that, DeLozier and Rhodes (2016) and Long, Cummins, and Waugh (2016) briefly explained that flipped classroom is the practice whereby learning materials, which are usually taught in class in conventional methods in the form of lectures, are assigned to students to study outside the classroom and class time is used for a variety of other learning activities regarding the assigned learning materials. O'Flaherty and Phillips (2015) extended the later definition by adding that more emphasis should be put on students' gaining basic understanding of the concept before coming to class and applying it during class time. That led Cheng, Ritzhaupt, and Antonenko (2018) to summarize the definition of flipped classroom as simply "an instructional approach that reverses the traditional teaching method" (p.794). Therefore, the strategy encourages teachers to share the learning materials with the students, in the form of Word document, PowerPoint presentation or video, etc. before the actual time for class is reached. This allows students to read the lesson and try to understand it, mostly on their own, prior to the class time and offers teachers the opportunity, during class time, to ensure that every student actively participates in the explanation of the lesson and deep understanding is acquired.

Why flipped classroom is important for higher educational institutions
The constant evolution of technology during the last few decades has had a major impact on almost every sector in the world. The HEIs are obliged to find new ways of educating their students in such a manner that they will be able to fit in the job market and make necessary adjustment whenever needed (O'Flaherty & Phillips, 2015). One of the many suggestions offered to tackle this issue was to change the method of teaching from the tried and tested traditional approach to a new paradigm where more emphasis will be put on the students' ability to understand concepts deeply and independently (Khan, 2015).
Indeed shifting the education trend from teacher-centered, where teacher prepares himself and comes to class to deliver the instructions while students attentively listen, to the student-centered approach where students actively participate and become the central figure during classes was met a mixed feeling from the teachers' perspective, to say the least (Froyd & Simpson, 2008;Khan & Markauskaite, 2017). Faculty members claim that this strategy takes so much time given the content that is to be covered by the end of the term. In order to provide solution to such claims, Herreid and Schiller (2013) suggested the following: "Wait! Help is on the way in the form of "the flipped classroom" p. 62. By giving students learning materials before class time, the teacher is able to focus more on the level of understanding of the students during class time along with the practical aspect of the subject matter. Moreover, students will be able to engaged in their learning which promote student-centered teaching (Law, Hafiz, Kwong, & Wong, 2020).

Limitation of using flipped classroom
Although flipped classroom has generated so much excitement among educators, worldwide, literature reveals that a number of drawbacks come along the way. One of the biggest limitations of this approach is the fact that students may sometimes intentionally decide not to take the necessary preparations before class time. In this regard, Ozdamli and Asiksoy (2016) expressed concern that "Students may be stubborn at the beginning and may come to class without preparation" p.103. Should that prove to be the case, the success of the flipped classroom will be in jeopardy. Additionally, it was revealed that some students have complained of not being able to grasp some the concepts properly on their own before class time (Tanner & Scott, 2015), thus making it difficult for them to be active in class and completing their practical assignment as required by the methodology.
Additionally, literature has also revealed time as another major constraint of the flipped classroom method (Keengwe, 2014). Recording videos that can be easily understood by students will require additional time that fa-to-face classroom may not Lastly, it is also reported that students have some reservation on the compatibility of the method in some courses or subject. Keengwe (2014) reports that some students found the approach more useful in science such as biology and mathematics while at the same time they don't find it as effective in the English subject.
The literature, on the other hand, provides guidelines on how to improve these limitations. For instance, Class materials, learning materials (Slides, Videos, etc) need to be carefully designed and presented to the students so that students will find them understandable (Ozdamli & Asiksoy, 2016). This method, in this way, places more responsibilities on teachers to make sure that students will receive from them can easily be understood (LaFee, 2013). Teachers professional development is another important area to concentrate on for the successful integration of the flipped classroom approach. Surprisingly, this is one of the least mentioned limitation in literature according to O'Flaherty and Phillips (2015). Proper training is needed by teachers so as to enable them knowing how to use the various software available for video recordings among other aspects. All these limitations prove that more research needs to be conducted in this domain in order to make it an efficient approach for delivering instructions during ordinary times but more especially during COVID-19 pandemic and beyond.

Working principle of flipped classroom
According to O'Flaherty and Phillips (2015), the aims of teachers who adopt the flipped classroom model are to substitute the passive learning state of students to an active learning state and generate more time and opportunities for students to practice their newly acquired knowledge. Therefore, there are two learning spaces (components) in the flipped classroom, first component: individual learning spaces (online) and second component: interactive learning spaces which is usually in a face-to-face setting. This is in line with a study of Long et al. (2016) in which they argued that "A flipped classroom course can be taught in various physical facilities, not only a traditional lecture hall, but also in technology-enhanced classrooms, studios, laboratories, computer labs, meeting rooms, outdoor settings, or in online learning spaces" (p. 181). In order to combine these two pedagogical techniques, flipped classroom professional development series of the University of Hong Kong (HKU)) suggested few steps (Source: HKU, February 2, 2018), which could be briefly presented here as follows: General working principle: The main working strategy of flipped classroom is organizing two activities one after the other (Fig. 1).
First activity: teachers should share (upload) lecture materials to the students before organizing face-to-face class. Students will go through the lecture materials to understand the contents. During this time, students should identify their difficulties (content/topic that may not be clear to them) which could be asked to the teachers during face-to-face class. Second Activity: during face-to-face class, teachers make themselves available to receive questions from students. Students' confusion (this misunderstanding may arise during first stage that is in individual learning) will be clarified at the face-toface teaching. The teacher will receive students' questions until all students understood the lecture.

Online learning space
Aim: the aim of organizing an online platform is to provide learning spaces to students to achieve better learning outcomes via flipped classroom.
Brief working strategy: Initially, the flipped classroom technique needs an online platform, the HKU suggested Moodle or Open edX for online platform. Many other online tools are available that have many positive benefits towards facilitating students activities (Khan, Shamim, & Nambobi, 2018, pp. 147-162). By using online platform, different student-centered activities could be arranged. This platform facilitates teachers uploading their class lectures, and other required learning materials that should be prepared by the teachers following the course contents (curriculum). Moreover, in order to ensure collaborative learning, discussion forum will be organized to assist students and teachers to share their knowledge.

Face-to-face learning space
Aim: the aim of including face-to-face classes is to clarify the issues (topics) which students may not understand on their own individual learning and apply the acquired knowledge (online space).
Brief working: Teachers will organize regular classes on a face-to-face context with the intention of not conducting regular teaching (lecture presentation) but rather offering students the opportunity to ask questions and seek clarifications regarding the uploaded contents. Therefore, the teachers' main task is to clarify students' understanding by solving students' questions. This session is highly interactive between teachers and students to enhance students' understanding about the topic (lecture materials which teachers uploaded to the students at first stage). In the case of more practical subjects, the teacher assists students to correctly apply the new knowledge through various exercises and practical activities.

Method
This study was carried out in the context of a developing country context, that is, Bangladesh during the COVID-19 pandemic. At the beginning of this pandemic (late March 2020), when all educational institutions were in a total lockdown, this study was started with an aim of finding the solution of the stated research questions. A case study method was used for conducting this research. An experienced teacher (first author) who had prior experience on technology-enhanced teaching and learning research with an academic position of Coordinator of LMS system of his institute, conducted an online class as an experiment at the beginning of this lockdown. The intention (first author) was to suggest a guideline to his institute particularly and other HEIs generally, on 'how other teachers would conduct their classes via online with a minimal training (online), and with existing available resources'. Therefore, he identified a suitable pedagogical technique (Modified Flipped Classroom) and chose available technologies (Open source, (Hasan, Khan, & Clement, 2015)) that could be integrated with the pedagogy for teaching theoretical subjects during this lockdown without investing addition infrastructure (technology) and organizing additional teacher training. The findings based on his experience is articulated in the following sections.

Findings
Based on the result of the case study, the following findings were revealed. The findings of the study present in a sequential manner that provide the solution of the stated research questions:

Proposed flipped classroom technique
The HEIs of Bangladesh and other developing countries with similar contexts may consider the following modified flipped classroom technique for conducting their regular classes due to any emergency situation like COVID-19 pandemic. A brief discussion is provided, how a teacher could integrate this flipped classroom technique via online by altering face-to-face (physical interaction) classes.

First part: online learning space
For online space, developed countries typically use Blackboard https ://www.blackboard.com/en-apac (commercial software), or Moodle https://moodle.org/(open Source software which requires a suitable infrastructure that needs some additional cost and manpower) platforms which involve costs. Moreover, it needs additional professional development training (both teachers and students) on how to integrate it in their teaching and learning. Therefore, during this lockdown condition, the HEIs may not be able to make these platforms available quickly enough. In this emergency context, the HEIs should prefer to adopt a platform which does not require additional cost and any training for teachers and students. Considering these challenges, this study proposes an integrated online platform which is free to use and does not require organizing any additional training. A teacher can use three different open Source tools for organizing the modified flipped classroom activities. The activities (pedagogical processes) are discussed with practical examples in the following figures. The first authors conducted a postgraduate course on educational psychology (TVE 6153) by using the proposed flipped classroom technique. For the sake of visual understanding for the readers, we included few related activities as screenshots.
Aim: The main aim of creating this Gmail group is to foster/support shared communication with students.
Activities via Gmail Group: (i) Teachers may create a common Gmail Group that includes all students email address on it. (ii) Teachers could send any information (administrative or academic) to all students by sending one email. (iii) Students on the other hand may individually respond or communicate to the teachers after receiving email through the same channel (See Fig. 2).
Aim: The main aim of using Google Drive is for sharing teaching and learning materials to all students.
Activities via Google Drive: (i) Teachers upload class lectures (PPP), class notes, learning materials, videos for clarifying the ideas, and many other contents to students via Google drive two days prior to conducting actual online class; (ii) Teachers share these materials via Google drive by using group Gmail (account); (iii) All students will be able to access these materials and save these at their computer for their learning.
Aim: Creating a closed Facebook group for collaborative learning. Activities via closed Facebook group: (i) Teachers create a closed Facebook group aiming of ensuring privacy, for instance, nobody other than teachers and students can access/read/see any contents (activities) of this group. (ii) Teachers may invite all students to join the group by sharing group link via group Gmail. (iii) By this group, teachers will be able to engage students in many activities, such as group discussion, discussion forum for clarifying any topics, question and answer sessions, collaborative learning etc.
Advantage: Teachers do not need any training for implementing the above stated techniques (Figs. 3-5). During emergency times like this, it is recommended that teachers make use of any facility they are familiar with instead of trying to train them to use something they are not comfortable with (Daniel, 2020). Nevertheless, if anybody still does (need for training), then there are many YouTube tutorials which may facilitate that particular teacher in this lockdown. Additionally, since every member in the group can share their learning experiences, it can be a useful platform for collaborative learning. Furthermore, teachers will be able to post some questions to engage students into a discussion which leads to student-centered teaching.

Second part: online classes
The face-to-face classroom component of flipped classroom is shifted to online session due to lockdown . The aim of online classes is same as to face-to-face component of flipped classroom. For online classes, Zoom platform (https://zoom.us/) could be used free of cost and with few limitations.
How it works: Before organizing online session, teachers must send the lecture materials to students a couple of days earlier. During those days, students read and try to understand the contents that teachers sent. In order to avoid misinterpretations by the students, teachers are recommended to send other supporting materials such as videos, audios, other learning resources, and complete guidelines so that students understand the lecture materials at home. Then teachers arrange online classes. During online sessions, students are invited to ask questions that will enlighten the lecture contents which were sent a few days before. This is how an online class could be conducted.
Aim: The main aim of using Zoom platform is for conducting online classes (substitute of the face-to-face component of flipped classroom due to . Activities via Zoom Classroom: (i) Teachers sign in Zoom platform for online classes; (ii) Teachers will invite all students to the Zoom classroom by using group Gmail from Zoom; (iii) Since students are aware of the online class time, within few seconds, students accepted invitation and join to the online session. Initially, teachers invite all students to ask questions (the questions should come from the lecture materials sent to students two days before), and thereafter, teachers clarify issues (questions) raised by the students. (iv) The session (class) is ended when there are no more questions. (v) Teachers may request students to provide few suggestions on how to improve next session. (vi) Lastly, teachers should provide information (instruction) to students on what will be sent for the next class.
Disadvantage of using Zoom: Open Source Zoom online platform has limitation of adding max. 100 participants and 40 mints duration in a session (maximum). Therefore, A class having more than 100 students will not be appropriate.

Discussion
This study shows how a faculty member, without having any formal training, could conduct online classes during any emergency contexts, like COVID 19 pandemic. The findings which were revealed from a case study, present not only different open Source learning platform (Gmail for communication, google drive for sharing teaching and learning materials, Zoom for conducting online session and/or Google classroom)  but also provide pedagogical technique (modified flipped classroom) for offering teaching and learning activates during COVID-19 pandemic. Thus, the above stated two research questions were addressed via the actual teaching and learning practices which were carried out by the case study. The main motivation of conducting this study was to provide immediate solution on 'how an educational institute could peruse their online classed when they do not have prior experience on conducting online classes'. This study successfully shows that a teacher will able to conduct his/her classes via online with the existing available resources.

Limitation of this model
The proposed flipped classroom is modified approach which teachers from HEIs of developing countries can conduct their classes during this COVID-19 pandemic situation. If any HEIs of developing countries have their own LMS system, then this proposed open Source platform may not be useful. However, the proposed flipped classroom technique (pedagogical philosophy) could be integrated through their existing LMS. Besides, the following challenges should be considered by the HEIs before using this flipped classroom technique: • Online class may not be equivalent to face-to-face class. We may introduce this flipped classroom technique due to COVID-19 pandemic situation; • Someone may use Google Classroom (https://classroom.google.co m/h) instead of Gmail, Google drive, and Facebook group. However, we chose these three open Source tools because they do not require additional training for teachers and students during lockdown situation. Practically, in our context (Bangladesh), it was not possible to organize training for introducing Google Classroom during this COVID-19 pandemic.  • Few theory subjects in engineering (or similar disciplines) may require extra care to make students understand. For example, teachers could make audio records by explaining difficult concepts of his lecture and these records also should be sent along with lecture. For this type of record, a teacher can use a tool name Audacity htt ps://www.audacityteam.org/download/ • Teachers should bear in mind that, designing this flipped classroom technique needs time. Therefore, teachers may allocate time for planning, designing, constructing flipped classroom for students. If teachers could not invest time, then this technique will not be useful. • Moreover, student's participation towards flipped classroom is another challenge. Therefore, an effective strategy needs to be introduced to motivate students towards flipped classroom. • The findings of this study are contexts dependent. It can not be implemented in a context where institutional supported LMS already exists and online teaching and learning has been practiced before COVID-19.. However, it provides useful knowledge for those HEIs who did not have exiting LMS system and did not practice online teaching and learning before COVID-19 pandemic.

Recommendations
In order to formulate policies, the HEIs of developing countries are encouraged to do the following: (i) The lab classes particularly in engineering disciplines (or similar disciplines) are not recommended in the modified flipped classroom technique; (ii) Both teachers and students need to be motivated towards using this technique. Therefore, authorities of HEIs should take necessary initiatives to motivate them in this regard. (iii) Regular assessments (Mid-term and Semester final examinations) are not encouraged to be conducted online. (iv) Finally, before arranging the face-to-face examination, the HEIs may provide, minimum, one-week time for face-to-face classrooms during which teachers may provide further explanations of what they taught online.

Conclusions and future research
Given the urgency of the situation and the fact that it is still unclear how long this COVID-19 enforced lockdown is going to last, the HEIs in Bangladesh, without or with no proper online teaching learning platforms, must find ways to keep their activities going until when normalcy returns. For that reason, therefore, this article suggests the modified flipped classroom as an alternative and viable solution for that matter. This suggestion is derived from previous studies that highlighted a various range of positive impact if flipped classroom is implemented correctly (Castedo et al., 2019;Cheng et al., 2018). Due to it numerous advantages, from students' liking it to instant support from instructor through active learning, flipped classroom is regarded as an ideal pedagogical model where both purely theoretical as well as practical based subjects can be taught successfully in the HEIs (Castedo et al., 2019;Long et al., 2016). McNally et al. (2016) however, observed that, alongside the endorsers of flipped classroom (students who enjoy this pedagogical model), there is another group of students who does not seem positive about it named "the resistors". That is one of the major challenges of this pedagogical approach. Finally, it is suggested that further studies need to be carried out in order to improve the level of acceptance from students as well as motivate them to get prepared as best as possible before class time. In relation to accumulate teachers' and students' experiences on this platform (modified flipped classroom) and to provide additional supports towards implementing this platform, future qualitative research (interview based) could be conducted. This proposed research may provide additional empirical evidence (internet connectivity and speed, problems encountered by teachers and students, and so on).

Authorship contributions
On behalf of the authorship of this article, I am declaring that, Dr. Md. Shahadat Hossain Khan is the first author who was the lead of concept design, and conducted the case study. Mr. Benadjih Oiriddine Abdou is the second author who supported towards finalising the article. Moreover, he included the literature review and conceptual framework of this article under the supervision of the first author.

Funding
This research did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors.

Declaration of competing interest
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.


Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province

: In the context of severely restricted employment opportunities, undertaking an internship is an important way for students to enhance their employability and sustainable development. The aim of this study was to judge if the implementation of the Internship Promotion Programme (IPP) at universities in Zhejiang Province, China, could enhance graduates’ employability. We conducted surveys and interviews with 400 students and 100 business executives who participated in the IPP during the past 6 years. Based on the collected data and statistical analysis, the ﬁndings show that internships help students to improve their innovative thinking, interpersonal communication abilities (domestic and international), problem-solving skills, value creation and responsibility. Participants in the IPP were compared with students who did not take part. The results demonstrated that the IPP participants exhibited higher capabilities to perform important workplace tasks and that as a result, they became more attractive to employers. The analysis, therefore, demonstrates a positive correlation between the internship experience and employability. As a result, it can be concluded that the IPP improves students’ employability and is beneﬁcial to enhancing the quality of higher education, and hence the sustainable development of students.

Introduction
The sustainable development of high-quality education is pursued by all countries [1]. An effective method to achieve this objective is to have students participate in internships that improve their skills and enhance their learning experiences in real-world environments related to their planned careers [2]. In most cases, students complete internships prior to their academic graduation [3]. Internships during higher education are considered to be an important goal pursued by government education ministries in many different countries [4]. The standard of internships exerts an important impact on the quality of higher education institutions, but also bring certain challenges. For example, without a complete training system for internships, schools and enterprises cannot plan, arrange and guide internship work well. After a few months, interns will feel that they can not learn the professional knowledge and other content they want to learn. The implementation of internship programmes can be influenced by numerous issues such as the dynamic diversity of academics and different kinds of higher education institutions, as well as various other economic and socio-cultural factors. Duong [3] pointed out that the evaluation of higher education can be divided into five dimensions: internship level, recruitment level, social recognition, professional level of teachers and financial investment. Because of their evident importance, internships have caught the attention of many scholars and have been the subject of extensive previous research.

Promotion of Employability through Internships
According to many previous studies [4][5][6][7][8][9][10][11][12][13][14][15], a range of factors relating to students' accomplishments during university are used to evaluate their future employability. These include academic literacy and cross-cultural communication. In order to deal with the employment challenges of college students, the Chinese government has implemented a number of policies to encourage universities to develop Internship Promotion Programmes (IPP), to mobilise enterprises to provide more high-quality internship positions and to enhance the effectiveness and quality of internships. Many outcomes revealed in prior research allow us to conclude that internship programmes improve students' employability [11][12][13][14][15]. However, it is also apparent that the internships offered by different enterprises result in significantly different outcomes. Zayed [16] found that the IPP requires enterprises to actively participate in internships, provide high-quality positions for students, improve their employability and raise the overall quality of the higher education sector. Moreover, the capabilities that are cultivated during internships, such as practical working ability, leadership decision-making, communication, critical thinking, etc., also promote the sustainable development of students' careers. Some studies have shown that in many universities, there is no significant difference in the employability between students who Sustainability 2021, 13, 13454 3 of 14 have participated in the IPP and those who have not, due to the lack of relevance of some of the internships which are offered to students, the unwillingness of certain enterprises to fully participate in the programme and due to many internships lasting for less than six months, which is often deemed the minimum amount of time which students need to gain tangible benefits. Therefore, it is apparent that the relevance, duration and commitment that enterprises are willing to devote to internships play a crucial role in improving the competitiveness of students in the job market and the sustainable development of their careers [17][18][19][20].
To date, numerous scholars have tried to analyse the relationship between internships and students' academic studies. To this end, researchers have designed questionnaires, built data models and utilised a series of statistical methods in an attempt to reveal the relationship. In a recent study [21], it was found that while undertaking an internship tends to improve a student's academic studies, it can also have some adverse effects. Specifically, such a situation was found with Columbia University's "Entry to Practice Programme". Although the programme was found to be effective in improving students' skills such as their leadership, innovation ability and interpersonal communication, etc., students found that due to the pressure of their university studies and their limited time for additional activities that they were not able to fully participate in their internships and therefore that they were unable to derive the full benefits such placements could potentially provide. Thus it is vital to consider the balance between internships and academic study and to consider practical hindrances to students undertaking internships.

The Internship Promotion Programme in Universities in Zhejiang Province
In Zhejiang Province, many universities began to implement the Internship Promotion Programme after the 1990s [18]. Recently, graduate unemployment has increased due to issues such as an inability among many graduates to adapt to the intense overtime working that is often required by companies in contemporary China (such as the infamous "996" working pattern, i.e., 9 am to 9 pm, 6 days-a-week). The main reason for unemployed graduates to do with the mismatch between the number of people graduating from universities in China and the number of graduate positions that are available, i.e., it is linked to the massive expansion of higher education enrolment that occurred in the late 1990s and the effect of this reform creating an imbalance between graduate supply and demand. Furthermore, the phenomenon of unemployed graduates has recently been compounded by the economic slowdown caused by the COVID-19 pandemic [19]. Taken together these factors are causing educational institutions to pay more attention to the content and effectiveness of the IPP and the internships which they offer, to strengthen their provision of ethics education and the professional quality of students, so as to enhance students' workplace adaptability and to prevent any further decline in the graduate employment rate [20].
Zhejiang is an economically developed province on the east coast of China. It has a long history of providing internships during higher education and is renowned for promoting innovation or entrepreneurship [21]. In Zhejiang, many measures have been implemented to improve the quality of internships. These include the development of an internship education management system and the expansion of the range of internship resources and channels through which they are available. The Zhejiang provincial government has also encouraged many powerful and successful enterprises to actively participate in the IPP and to collaborate with universities and colleges (including companies from the Fortune Global 500 and many local high-tech enterprises) [22].
A graduate survey concerning the employment situation of graduates in Zhejiang Province from 2010 to 2015, found that many graduates leave their jobs due to reasons such as having a major that is unsuitable for their position, a low salary, an inappropriate working environment, and dissatisfaction with one's career development prospects. Over the survey period, the graduate resignation rate rose continuously (specifically the survey found that about one-third of graduates quit their roles within three years, a phenomenon especially common among those with liberal arts majors such as economics and law). To counter this trend, local governments have introduced numerous employment policies to promote graduate recruitment, and universities have also created various forms of internship programmes to improve students' participation in and acceptance of internships. They have also pursued solutions such as establishing university-enterprise cooperation committees, building various internship bases which provide The actual work scene of interns, implementing the "dual tutor" system between enterprises and universities, establishing standardised management systems and regular communication mechanisms between universities and enterprises. In the past three years, the graduate survey also shows that through the IPP and the formulation of the corresponding policies detailed above, the participation of students in internships has increased significantly, the graduate resignation rate has reduced substantially and students' career sustainability has improved [23].
In terms of employers, the Zhejiang provincial government has introduced a number of policies and measures to help companies participate in the IPP, and have provided funds to subsidise internships. For example, they have provided funding to introduce innovation and entrepreneurship policies for university graduates. As a result of these measures, the willingness of enterprises to participate in the IPP has been greatly enhanced, which in turn has made the communication and cooperation mechanism between universities, government and enterprises concerning internships more efficient and harmonious. However, the graduate survey results also show that although the number of students participating in the IPP is rising, only 40% of completed internships last longer than 3 months and therefore that the programme still suffers from some significant problems. Possible reasons for these problems include: (a) many students must spend a long time looking for a job (this makes students less willing to participate in the IPP for an extended period), (b) new graduates do not have a clear idea about whether participating in the IPP will benefit their careers over the long-term. Moreover, only a few universities in Zhejiang Province, such as Zhejiang University, have implemented overseas internship programmes to broaden students' international vision and to help them acquire advanced communication skills, such as proficiency in English. Furthermore, many of the students who do participate in international IPPs do so through foreign intermediary institutions, rather than via longterm cooperation between Chinese and foreign universities. However, because the primary aim of these intermediary institutions is often to earn money this means that they tend to focus on the number of internships that they arrange rather than their quality which consequently undermines the standard and effectiveness of the international internships.

Design of a Survey to Assess the IPP
Different items were designed to interview students who have participated in the IPP at universities in Zhejiang Province. The survey title was "The correlation between individual employability, career sustainability and the IPP" (Table A1 in Appendix A). The survey included measures to assess students' feelings by asking them to choose suitable items relating to employability and sustainability according to the literature [24][25][26][27]. In IPP, the university will build the bridges between enterprises and students through universityenterprise cooperation committees, regularly releasing a number of internships positions and organising the students systematically into enterprises. All these could improve the students' understanding of all kinds of practice. The local government also provided some funds to intern students and enterprises. However, enterprises are required to provide a systematic internship plan, and students are required to write and hand in a systematic internship report.
In addition, a set of IPP questionnaire items were also included in the survey. Through this study, we aimed to evaluate and monitor the practical effects of the IPP and its importance to educational policy guidance. The system included the degree of IPP project completion, the degree of training target realisation, the normal operation, and the degree of sufficient funds [28]. Both qualitative and quantitative measures were used to judge the internship level. Every year from 2015 to 2020, 200 students and 50 employees who have participated in the IPP were chosen to provide data about the impact of the programme on their enterprise capabilities. Specifically, we wanted to evaluate the IPP's effects according to the following dimensions: (i) the definition of employability development; (ii) the advantages of the IPP; (iii) achievement of educational goals; (iv) IPP curriculum system construction; (v) where does IPP innovation need to come from; (vi) IPP mentor's training and capacity enhancement.

Participants
A total of 400 students from four different types of educational institutions participated in the study (half male and half female): 100 from first-class universities, 100 from provincial universities, 100 from applied colleges, and 100 from vocational colleges. The students from every group were divided into two categories. The first comprised students who had participated in the IPP. The second comprised students who had not taken part in the IPP. Those who participated in the IPP began undertaking their internships in October 2015 (T1). All survey tables were then returned in October 2020 (T2). The average age of graduates in the programme was 22 years (standard deviation 0.5). A total of 100 business executives also participated in the survey.
Prior to the survey, all students were required to complete a consent form and were asked to confirm that they would complete the survey carefully and truthfully. They were reassured that all their data would be treated confidentially.

Data Collection and Analytical Approach
The questionnaire used standardised words, and each respondent was asked the same questions. No arbitrary explanation or subjective questions were used in the questionnaire to avoid potential investigator bias. Furthermore, the anonymised approach used in the research was intended to mitigate psychological pressure and any possible concerns of the participants when they were answering sensitive questions.
During each interview, the interview team invited the interviewees one by one into a quiet room and asked them to focus on completing the questionnaire. Before the questionnaire survey, respondents were required to sign an informed consent form and to confirm that they would complete the questionnaire by themselves. No personal information was collected during this process. After each participant completed the survey the interviewer checked the questionnaire to make sure there were no omitted items.
The study applied SPSS to analyse the data collected from the survey. The researchers ensured that the participants had a complete understanding of the entire analysis process and that the data analysis results were verified

Assessment of the Impact of the IPP on the Employability of Students
In Zhejiang Province, China, many local businesses and governments start internships for students a year before graduation [20]. They regularly hold recruitment events at colleges and universities related to their particular industries. Such events are used to publicise the operation status of enterprises, the availability and details of internship positions, and to recruit students for management trainee positions [20]. After an internship agreement is reached between an employer and a graduate, the company will design an internship plan and quantitative goals for the candidate. The employer will also guarantee the necessary internship scholarships are available for the student. Some universities and enterprises will also jointly create a certain number of university-enterprise cooperation institutions. According to the nature of the occupational requirements of enterprises, internship equipment ensure the quality of the internship.
According to the survey report, only 30 per cent of students participated in the IPP in 2015, and only around 30 per cent of these participants completed a six-month placement. However, since then this situation has gradually improved. As Figure 1 shows the proportion of students who participated in the IPP has risen from 30% in 2015 to 50% Sustainability 2021, 13, 13454 6 of 14 in 2020. In terms of duration, no more than 20% of the students who participated in the internship programme did so for more than 6 months. Approximately only 10% completed an internship lasting for a period of one month.
According to the survey report, only 30 per cent of students participated in 2015, and only around 30 per cent of these participants completed a six-m ment. However, since then this situation has gradually improved. As Figure 1 proportion of students who participated in the IPP has risen from 30% in 201 2020. In terms of duration, no more than 20% of the students who participate ternship programme did so for more than 6 months. Approximately only 10% an internship lasting for a period of one month.

Analysis and Assessment of IPP Indices
Based on the main survey of IPP in Zhejiang Province (2015-2020), the analysed the internships of students, teachers and management teams, curri teaching, and the international cooperation status of 81 universities in Zhejian The overall level and individual level of the internships of colleges and univer province have been ranked using the internship effects. From the ranking da seen that Zhejiang University, the University of Ningbo Nottingham and Zh mal University are the top three universities with authorised master and do grammes in Zhejiang Province in terms of their overall internship level. Zhejia sity of Science and Technology, Zhejiang Yuexiu Foreign Languages Univ Zhejiang Police College ranked first, second and third in terms of their overal level among other undergraduate universities in Zhejiang Province. Zhejiang cational College, Ningbo City Vocational and Technical College and Yiwu Ind Commercial Vocational and Technical College were the top three internship colleges in Zhejiang Province.
As of 2020, the total number of internship programmes was 322 in all un Zhejiang Province. The universities have established a large number of intern The objective of establishing internship bases is to help students to find inter more easily and to accumulate internship experience and thereby to enhance t sional adaptability. Simultaneously, it is also designed to promote the major of the curriculum and internships. Every year, about 130,000 students in Zhejia to these places to take part in the IPP. In the past six years, the number of including teachers and enterprise faculties in the universities has been stable 5000 each year, while the number of experts with more than one year of emplo

Analysis and Assessment of IPP Indices
Based on the main survey of IPP in Zhejiang Province (2015-2020), the study has analysed the internships of students, teachers and management teams, curriculum and teaching, and the international cooperation status of 81 universities in Zhejiang Province. The overall level and individual level of the internships of colleges and universities in the province have been ranked using the internship effects. From the ranking data, it can be seen that Zhejiang University, the University of Ningbo Nottingham and Zhejiang Normal University are the top three universities with authorised master and doctoral programmes in Zhejiang Province in terms of their overall internship level. Zhejiang University of Science and Technology, Zhejiang Yuexiu Foreign Languages University and Zhejiang Police College ranked first, second and third in terms of their overall internship level among other undergraduate universities in Zhejiang Province. Zhejiang Sports Vocational College, Ningbo City Vocational and Technical College and Yiwu Industrial and Commercial Vocational and Technical College were the top three internship vocational colleges in Zhejiang Province.
As of 2020, the total number of internship programmes was 322 in all universities of Zhejiang Province. The universities have established a large number of internship places. The objective of establishing internship bases is to help students to find internship posts more easily and to accumulate internship experience and thereby to enhance their professional adaptability. Simultaneously, it is also designed to promote the major articulation of the curriculum and internships. Every year, about 130,000 students in Zhejiang are sent to these places to take part in the IPP. In the past six years, the number of IPP experts including teachers and enterprise faculties in the universities has been stable at around 5000 each year, while the number of experts with more than one year of employment and senior professional positions has been increasing by around 10% per year. In the last year, the universities in Zhejiang Province began to revise their curricula to better incorporate the IPP. For instance, some universities have ordered all major course programmes to revise their teaching plans and to establish an internship examination system as part of their syllabus. In addition, the curriculum structure has been reformed to significantly increase Sustainability 2021, 13, 13454 7 of 14 the number of discussion classes and to provide students with a large amount of self-study time and reading lists in relation to internships.
For the students who have participated in the IPP, Table 1 shows the T test values of the IPP across the five dimensions of employability, i.e., "Innovative thinking" (t (80) = 1.15, p < 0.05, η 2 = 0.02), "Interpersonal communication" (t (80) = 0.54, p < 0.05, η 2 = 0.07), "Problem-solving skills" (t (80) = 1.38, p < 0.05, η 2 = 0.05), "Value creation" (t (80) = 0.38, p < 0.05, η 2 = 0.07) and "Responsibility" (t (80) = 1.02, p < 0.05, η 2 = 0.05). Taken together, these findings show that the students who participated in the IPP have better skills and therefore employability than those in the non-IPP group. We have also assumed that the salary of graduates in their first job reflects the employment quality and the employability of students. Table 2 shows the possibility of obtaining a high salary job (>10,000 Chinese yuan) by students in the IPP and non-IPP groups. The results show that the chances of the students in the IPP group (32.2%) of attaining a high salary position were significantly higher than those in the non-IPP groups (20.66%). As for the dimensions of employability of IPP students, the p-value of the Chi2 test was higher than 0.1 (0.234). The questions that participants were asked to evaluate the effectiveness of their internships are shown in Table 3. Not all students completed the questionnaire. Therefore, we only collected 320 complete responses. In total, 85% of the IPP group and 78% of the non-IPP group completed the questionnaire at the end of their internships. In order to facilitate SPSS analysis, 5-point Likert scales were used. Based on the above results, we can infer that there is a difference in employability between IPP students and non-IPP students. Table 3 shows a bivariate analysis of the results of the student questionnaire. The data analysis reveals a clear gap between students who participated in the IPP and those who did not in terms of their job competence and their professional ability. Specifically, the data show that the variation between the groups was statistically significant. Students who participated in the IPP reported that they believed that after their internships, they had a better understanding of corporate culture, were more competent when completing important tasks, and that their professionalism had improved significantly. In addition, they reported that they had enhanced innovation and communication abilities, with a 90% confidence level. In contrast, the results show that they were less satisfied with the salary offered by the companies in which they undertook their internships, with a confidence level of 85%.

Validity Index and Evaluation of the Influence of the IPP
In order to test the validity index and to evaluate the influence of the IPP on national teaching in colleges and universities, another statistical method was used. We also estimated the level of internship development of students from 81 institutions of higher education and conducted a correlation analysis between global competitiveness indices and econometric models. To better understand how IPP works it is necessary to provide a brief explanation. The Global Competitiveness Index (GCI) is a system that uses economic competitiveness to determine a company's ranking in the world. The selection of some variables i.e., execution and communication level, is explained by theoretical and empirical research [26][27][28][29][30], and such an index can be used to support students' sustainable development. In general, students with high employment competitiveness tend to enjoy higher salaries and benefits and have a better chance of working in Fortune 500 companies. With ongoing improvements to institutional factors, education and the quality of the workforce, it is important for students to continuously acquire new knowledge and skills during their internships if they wish to achieve the sustainable development of their individual abilities. If they fail to do so, graduates will encounter difficulties in finding high-quality and well-remunerated employment. Following analysis of the relevant data of each university and college, the authors believe that it is crucial to promote the sustainable development of students' personal abilities as indicated by the innovation and entrepreneurship index (innovative thinking), the continuous learning ability index (problem-solving, value creation) and the market competitiveness index (value creation, responsibility, problem-solving, communication) [31][32][33][34].
To establish the correlation between IPP participation and employability, we used the least square method to build a linear model. The results show that the model can accurately reflect the relationship between participation and employability. The regression equation is as follows: In the equation, D emp is an estimated value of the employability indicator; b is the model coefficient; D int is the level of internship participation for the students; a is a model coefficient equal to the value of D emp when D int = 0. The b factor was defined according to (2) and (3) where D clav is the value of internship effects without participating in the IPP; D heav is the level of higher education development which is used in the IPP; n = 50. b was set as 0.8122, and a was 11.63 [35]. Following this, Equation (3) was revised as follows: D emp = 0.8122 D int + 11.63 (4) We further calculated the degree of participant variable (D emp ) on the variation of the variable D int , and the relative factor R 2 could be calculated according to (5):

Analysis and Discussion
On the basis of the results and data presented in Section 4, we drew a calibration curve between students' participation in the IPP and their employability in Figure 2. From this, we obtained the correlation coefficient of the regression equation (R 2 = 0.8465). As R 2 > 0.5, the results imply that there is a strong correlation between IPP participation and students' employability. In addition, we found that 54% of the change of variable D heiest is caused by the change of variable D int , which indicates that all parameters set in the trend line have a good correlation degree and that the result is therefore robust. coefficient equal to the value of Demp when Dint = 0. The b factor was defined according to (2) and (3) where Dclav is the value of internship effects without participating in the IPP; Dheav is the level of higher education development which is used in the IPP; n = 50. b was set as 0.8122, and a was 11.63 [35]. Following this, Equation (3) was revised as follows: Demp = 0.8122 Dint + 11.63 (4) We further calculated the degree of participant variable (Demp) on the variation of the variable Dint, and the relative factor R 2 could be calculated according to (5):

Analysis and Discussion
On the basis of the results and data presented in Section 4, we drew a calibration curve between students' participation in the IPP and their employability in Figure 2. From this, we obtained the correlation coefficient of the regression equation (R 2 = 0.8465). As R 2 > 0.5, the results imply that there is a strong correlation between IPP participation and students' employability. In addition, we found that 54% of the change of variable Dheiest is caused by the change of variable Dint, which indicates that all parameters set in the trend line have a good correlation degree and that the result is therefore robust. The above analysis demonstrates that the internship development factor Dint and the employment sustainability value Demp exhibit similar dynamics. In order to further determine the correlation between the development level of the IPP and the sustainable development of higher education, we drew a calibration curve through Formula (6) and obtained the correlation coefficient: The above analysis demonstrates that the internship development factor D int and the employment sustainability value D emp exhibit similar dynamics. In order to further determine the correlation between the development level of the IPP and the sustainable development of higher education, we drew a calibration curve through Formula (6) and obtained the correlation coefficient: It can be seen from the calculation that rD int /D hei is equal to 0.735. According to Quendler [36], there is a linear relationship between rD int and D hei , and R 2 is in the range of 0.7-0.9. This shows that students' participation in the IPP has a significantly positive correlation with the sustainability of higher education.
The above analysis implies that the breadth and depth of both domestic and international internships are key factors to improving their higher education competitiveness. In addition, due to the causal relationship between the level of the IPP improvement and the level of innovation, we can say that the development level of the above indicators determines the employment quality of students from the universities and colleges in Zhejiang Province.

Main Factors That Influence the Sustainable Development of Students' International Competence
There are many factors that affect the sustainable development of overseas internships, including a range of economic, social, personal and other issues. For example, a student's willingness to work in a foreign country, or the difficulty they have in obtaining an overseas internship are both relevant. One of the most prominent obstacles is the language barrier faced by many students, while another relates to a lack of sufficient financial support. More than 50 colleges and universities in Zhejiang Province, as well as both the provincial and other local governments, offer financial aid to support students who study overseas or who wish to undertake internships in transnational corporations through international exchange programmes. Students can also study courses at partner universities and seek courses with English-medium instruction. Although many universities in Zhejiang Province have established good relationships with numerous German and French companies, the language barrier makes it difficult for many students to succeed in obtaining internships in Germany or France. This is because most students speak English poorly, and from a global perspective, the dominant position of English is undeniable. There is no way to actively grasp more resources and the challenge to learn how to use new technologies. In contemporary society, the wave of global information and new technologies are having a significant influence on students' attitudes to learning. It must be noted that many Chinese students now undertake internships with overseas companies, but that such internships are typically unpaid, as most companies remain unwilling to pay interns. Students who undertook placements in more than 300 overseas companies fed back data on their experiences through the website and Scopus. This data suggests that students' willingness to go abroad has been rising, and the reason for this is that there are a lot of foreign companies located in Zhejiang and they have been able to arrange overseas internships in the location of their parent companies. However, due to the pandemic, many internships have had to be undertaken online. These have a positive and lasting effect on students' mobility.

Effects of the IPP on Students in Zhejiang Province
According to the survey, the authors grouped the different types of internship programmes offered by various types of educational institutions into the categories depicted in Table 4. Internships undertaken during higher education are a period of training before employment. Students are required to apply and test their theoretical knowledge in the context of real work, in order to develop their professional abilities. Williams and Lee [13] (p. 10) declared that internships can help students to deepen their relationships with one another.
They also stated that internships can increase students' communication and cooperation skills and help them to develop relaxed personalities and strong executive abilities [13].
Williams' study [14] showed that internships reflect the connection between society and university curricula. They declared that nothing is more important than learning skills during an internship and that this is the fundamental purpose of such placements. From our study, it can be seen that the IPP strengthened the innovative thinking and the responsibilities of the participants. Munadi [15] and Leutwyler [16] also indicated that internships can increase students' cross-cultural communication skills. From our study, we also found that IPPs can help students to establish the outlook of value. In line with Lee's idea, Robson [18] also argued that there are multi-dimensional effects from participating in internships and that internships can help students to better understand themselves.
We believe that the IPP process has the biggest effect on students' communication abilities [30,[35][36][37][38]. Different internship environments assist students to develop excellent communication skills. Fluent communication in English by teachers and students is particularly important [15]. From this perspective, another benefit of the IPP is to help teachers to increase their teaching capacity. Furthermore, teachers must adhere to the learner-centred results-oriented concept and build a bridge between teachers and enterprises, to help realise mutually beneficial outcomes. In the whole process of the IPP, teachers and students are deeply involved in the production practices of society and enterprises. As a result, they achieve mutual trust with enterprises [36]. Therefore, the IPP fully embodies the studentcentred concept, builds an effective communication channel between government and enterprises, and enhances the cooperative learning spirit of teachers and students [38,39].
This study has shown that participating in the IPP improves students' employability. In addition, the study has also demonstrated that the IPP enhances students' creativity, sense of social responsibility and professional quality, and leads students to develop a strong sense of shared identity with enterprises, which also makes them more willing to create value for enterprises. These outcomes are crucial in helping students to stand out in the highly competitive contemporary Chinese jobs market. The IPP can also improve students' confidence, problem-solving abilities, coordination and communication skills and leadership. Furthermore, the IPP can help students to establish a good social network and to successfully apply theoretical knowledge learned in class in real-world settings [31]. As for enterprises, they benefit from the IPP by being brought into contact with more outstanding students who may come to identify with a particular enterprise's culture through undertaking an internship at that enterprise. The dynamic and in-depth communication between the two sides can enrich both enterprises and campus culture. This kind of cross-cultural communication opens up entrepreneurial thinking and makes enterprises more willing to accept interns. Long-term and in-depth internships undoubtedly augment students' employability and their sustainable development.

IPP's Important Role in Promoting Sustainability of Higher Education
The quality of employment of university graduates will be directly related to the sustainable development of higher education. Higher education must move beyond the responsibility to prepare students to live in the world as it will be. In other words, higher education must embrace the responsibility to prepare students to shape the world in which they will live. In the context of the market economy, the fundamental driving force to promote the development of higher education is not the subjective desire of the universities, nor the administrative power of the government, but the social demand. Therefore, colleges and universities shall pay close attention to the national and regional industrial structure adjustment and social and economic development. At the same time, the universities and colleges shall make a proper investigation of the talent market demand, and take full advantage of the flexibility of running the schools and adjust the policies of the internship programme.
In the study, we can find that IPP in Zhejiang Province, aiming to follow the market and enterprise demands closely, is closely related to the market demands in terms of the arrange-ment of internship contents and settings of internship links. IPP can ensure that students' internship and enterprise demands are closely connected, thus enhancing students' employability. In addition to improving students' practical ability, IPP strengthens the training of students' sustainable development ability and establishes a solid communication bridge between universities and employers, which is conducive to promoting the building-up of internship places for the enterprises and enhancing employment through the internship. Therefore, it will surely promote the sustainable development of higher education.

Conclusions
The purpose of this study was to evaluate the factors that influence the employability of students from the universities and colleges which offer internships as part of their courses. To this end, we firstly designed and conducted a survey of the Internship Promotion Programme (IPP) in different universities in Zhejiang Province. Statistical data were selected and discussed throughout the study. The results showed that the IPP can promote the breadth and depth of internships. To achieve good outcomes from internships, university administrators, teachers, enterprises and students need to work together to formulate detailed and feasible plans to ensure sufficient internship time, rich and in-depth internship content, collaborative partnerships and a suitable internship programme.
The study has made three significant contributions to promoting the sustainable development of higher education. First, it confirms the IPP's value in enhancing students' employability in the aspects of innovative thinking, communication abilities (domestic and international), problem-solving skills, value creation and responsibility. Second, we have uncovered the contributory factors concerning how undertaking an internship influences the employability and sustainable development of students during the implementation of the IPP. Simultaneously, we have found that the IPP facilitates enterprises to select promising employees innovatively and competently. Finally, the IPP presents an excellent means of integrating higher education with industry. Specifically, it optimises the benefits and interests of both parties, which is in line with the national strategy in China of more effectively integrating universities with enterprises.
However, it is also important to note that there are some challenges that still affect the integration of industry and higher education. Firstly, a more stable mechanism between government, educational institutions and industry need to be established to make more flexible and reliable policies. Secondly, the participation of industry needs to be increased to provide more internship opportunities and to optimise the procedures for their implementation. Finally, there is a shortage of overseas enterprises participating in the IPP. Therefore, increasing the number of overseas enterprises and widening the international vision of students through the IPP should be the focus of future initiatives.  Institutional Review Board Statement: All subjects gave their informed consent for inclusion before they participated in the study. The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Ethics Committee of the Department of Humanities and Social Sciences in Ningbo University (Project identification code: NBUHSS20210702; Approval Date: 2 July 2021).

Informed Consent Statement:
Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: All data needed to evaluate the conclusions in the paper may be requested from the authors.