Creative learning at the university: how do pedagogy students assess their learning?

This research explores the relevance and scientific novelty of conceptual features in the design of effective creative learning environments in the sphere of foreign philology. It emphasizes the often-overlooked extended intermediate phase of learning, proposing an advanced knowledge acquisition stage situated between initial creative learning and domain expertise. The article examines the interactive effects of contextual elements in various creative computer-based and AL learning environments while studying English language and addresses learning deficiencies associated with them. It underscores the importance of aligning learning and instruction with contextual factors. The relevance of this research is determined by its exploration of innovative practices, including technology integration, project-based learning, and AI applications in foreign philology. By addressing deficiencies in advanced knowledge acquisition, the research aims to guide philology and other specialists in adapting to 21st-century challenges in education and fostering inclusive creative and impactful learning environments. The scientific novelty of the research consists in its contribution into the educational field by proposing an advanced knowledge acquisition stage. It explores the dynamic interplay of contextual creative elements in computer-based learning, AI and hybrid educational environments while studying English language for special purposes, addressing learning failures and emphasizing the need for alignment with instructional design. This article aims to explore the structure of creative teaching methods and assessment strategies employed into the studying process of Professional English; to investigate and emphasize the critical relevance and scientific novelty of conceptual features in designing effective learning environments. It explores the often-overlooked extended intermediate phase of creative learning and introduces the concept of an advanced knowledge acquisition stage. The research delves into the interactive effects of contextual elements in various computer-based learning environments and identifies learning deficiencies associated with them. Furthermore, the article upholders for the alignment of learning and instruction with contextual factors. The methodology involves a comprehensive literature review on cognitive differences, contextual elements, and recent innovations in education. The ultimate goal is to contribute valuable insights to guide educational institutions in adapting to the 21st-century landscape and fostering inclusive and impactful creative learning environments. The purpose of this article is to investigate and underscore the critical relevance and scientific novelty of creative of using computer-based learning and Artificial intelligence in educational process, partially in studying Professional English, associated with conceptual features in the design of effective creative learning environments. This research aims to bring attention to the often-neglected extended intermediate phase of creative teaching and learning Professional English and introduce the concept of an advanced knowledge acquisition stage. Through an exploration of the interactive effects of contextual elements in various computer-based and AI creative learning environments, the article identify patterns of learning deficiencies. The methodology involves a comprehensive literature review focusing on cognitive differences, contextual elements, and recent innovations in education. Ultimately, the article provides valuable insights that reflects an experience of adapting to the teaching and learning Professional English in the epoch of AI. The methodology involves a comprehensive review of literature on cognitive differences between novice and expert learners, the interplay of contextual elements in learning environments, and recent innovations in education. The research also incorporates an analysis of patterns of deficiency in advanced knowledge acquisition and explores various strategies for incorporating innovations into university education.

Baccalaureate occupational therapy students' development of social and emotional competencies

In this article, the technologies of pedagogical communication and the development of national culture in the educational process are covered by the fact that they have a huge impact on the personal development of students and their place in society. Pedagogical communication refers to the development of interaction between the teacher and the student, the use of psychological and pedagogical tools in the process of mastering knowledge. And technologies for the development of national culture shape the national consciousness by instilling in students a sense of respect and sorrow for the cultural heritage, traditions of their people. This process teaches students to develop skills related to their culture, to understand and respect differences between different cultures. The use of these technologies in education increases the quality of education and serves the personal and social development of students. The effectiveness of the educational process depends on the activity of the students, their thinking, communication, and development of social skills. An important place in this is occupied by technologies for pedagogical communication and the development of national culture. Pedagogical communication allows not only to convey the teacher's knowledge to students, but also to allow the student's personal development, expansion of his worldview and active entry into social life. And the development of national culture forms in readers respect for the historical, cultural values of their people and encourages them to find their place in the modern global world.

Early childhood is a crucial period for the development of social and emotional competencies. Researchers point out that teachers need to have a high level of social and emotional competencies to enhance these competencies in their students but the number of programs to promote these competencies in pre-service teachers is small. The objective of this study was to design, conduct and evaluate an intervention to promote social and emotional competencies in pre-service early childhood education teachers. The study used a non-randomized pre-test, post-test intervention-control design. The intervention included competencies such as emotional awareness and understanding, emotional management, social competence and responsible decision making. Results showed that the level of social and emotional competencies increased after the program, although statistically significant differences between the intervention and control group were found only in some dimensions. It is recommended to include similar programs in pre-service and in-service teacher education in general.

Background Recent research highlights the importance of developing children’s emotional and social competencies alongside academic knowledge and skills. Learning through play is a promising pedagogy that can contribute to children’s holistic development. Through playful pedagogies, children can develop social skills, cognitive abilities, and emotional competencies. Despite a global emphasis on learning through play, playful pedagogies tend to be less common in elementary schools than in pre-schools, and elementary school teachers rarely use them in their classrooms. Purpose Among the diverse range of playful pedagogies, board games stand out as one particularly engaging activity for fostering pupils’ holistic skills during middle childhood (aged 5 to 11). This study aimed to contribute to a gap in knowledge between the reported benefits of board games for children’s academic learning, emotional, and social competencies, and the actual practices of elementary school teachers. We asked the following research questions: 1) What are teachers’ perceptions of board games?; and 2) What are the key factors shaping their integration into classroom practices? Methods The study was conducted in France and gathered qualitative data through four semi-structured focus groups involving 18 elementary school teachers across four elementary schools. Data were analysed thematically. Findings Authors identified four overarching themes: 1) teachers’ knowledge about board games, 2) teachers’ role in classroom board games and their academic benefits, 3) board games for emotion regulation and social competencies, and 4) enablers and barriers to the implementation of board games in elementary school. Conclusion While elementary school teachers see the potential of board games to enhance academic, social, and emotional competencies, they face several barriers to implementing board game practice in their classrooms. These include official educational recommendations, the decline of play – both at home and in schools, and a lack of resources.

PurposeThe objective of this paper is to address the predictive validity of the behavioral approach of EI by Boyatzis and Goleman. There are two research questions guiding this study: emotional and social competencies are positively and significantly related with job performance; and emotional and social competencies will be more successful in predicting performance than universal personality dimensions, like the Big Five personality traits.Design/methodology/approachThe paper is based on the data of three medium‐sized Spanish organizations (n=223) that were involved in a competency management project based on emotional and social competencies. SPSS and structural modeling techniques available in the SEM program LISREL 8.51 software are used to enter the empirical analyses of the paper.FindingsResults show that emotional competencies and personality traits are valuable predictors of job performance as measured by the nominations procedure in the study. In addition, competencies seem to be more powerful predictors of performance than global personality traits.Research limitations/implicationsThe sample size is small.Practical implicationsThe paper will provide reflective practitioners with useful conceptual and developmental handles for emotional competencies within organizations.Originality/valueThe paper helps to build a body of research that contributes to overcoming the paucity of evidence for the predictive validity of EI measures claimed by many authors.

The longitudinal associations between maternal parenting behavior and toddler risk with children's emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions, although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children's emotional and social competence. In some instances, maternal control has differential implications for children's emotional and social competence dependent upon the child's level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children's emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence.

Social and emotional competencies play a major role in promoting a climate of positive relationships, responsibility, and a sense of family security; supporting positive behavior; achieving academic growth; contributing to emotional self-regulation; reducing anxiety about social interaction in individuals; reducing psychological stress; promoting optimism; and supporting mental health in individuals; however, there is no consensus on the number of core competencies, and how to identify and activate them. This difference in approach challenges future research, as well as the scientific utility of creating an integrative taxonomy, and focused review evaluates different approaches to visualizing and assessing social and emotional competencies. Based on common concepts, the researchers seek to provide different classifications of social and emotional learning competencies, through which they identify the basic domains and manifestations of social and emotional competencies that link frameworks focused on social and emotional learning (CASEL) and personality traits (such as the Big Five). By presenting these different developments in the classifications of social and emotional learning competencies, the researcher sees better organizing many of the terms and definitions used and directing the perception and activation of social and emotional competencies and their various aspects.

Introduction: Due to different psychological problems during adolescence, developing social and emotional competencies from early childhood could be of special interest. The purpose is to analyse those preschool-based Physical Education (PE) intervention programs that have evaluated their effects on preschoolers’ emotional and social competencies evaluated through randomized controlled trial design. Method: A systematic review of relevant articles was performed using PubMed, Web of Sciences, and ProQuest Central on January 24, 2024. Results: From 113 studies initially found, 12 were included in the qualitative synthesis. Included studies have shown that programs developed during preschool`s PE are effective for improving social and emotional competencies. Conclusions: Working in pairs or small groups, as well as structured play, has demonstrated positive effects to enhance social competence. On the other hand, multicomponent-based activities (suggestions and activities such as role-playing) for improving self-regulation skills, planned and instructor-led exercises meant to enhance self-control, the combination of exercise-based interventions with mindfulness for improving emotional well-being and playfulness, and programming interactive lessons and support for the application of socio-emotional competency are encouraged.

Leadership played a pivotal role in shaping organizational direction and strategy execution, especially in the face of challenges posed by dynamic environments and a diverse workforce. The study explored the influence of leadership competencies on the implementation of operational strategies within the Geothermal Development Company (GDC) in Kenya. Drawing upon various theoretical frameworks including Path-Goal Theory, Great Man Theory, Leadership-Member Exchange (LMX) Theory, and Trait Theory, the research delved into the cognitive, emotional, social, and functional competencies of leaders and their impact on strategy realization. The study, employing a descriptive research design, collected data from 78 management staff members of GDC through structured questionnaires. Findings revealed significant positive correlations between leadership competencies and the implementation of operational strategies. Specifically, cognitive competencies, encompassing problem-solving and analytical skills, were found to strongly influence strategy implementation. Emotional competencies, such as self-awareness and relationship management, also played a significant role in fostering a conducive environment for strategy execution. Social competencies, including interpersonal skills and teamwork, positively impacted the coordination and cooperation necessary for successful strategy implementation. Additionally, functional competencies, comprising communication and decision-making abilities, were identified as crucial elements in aligning resources and guiding organizational efforts towards strategic objectives. The regression analysis further validated the significance of leadership competencies in predicting the implementation of operational strategies. Cognitive, emotional, social, and functional competencies collectively explained 61.8% of the variance in strategy implementation within GDC. The study underscored the importance of developing multifaceted leadership competencies tailored to the unique contexts of organizations, especially in the public sector where challenges such as limited resources and diverse roles prevailed. These findings contributed to the existing body of knowledge on leadership and strategy implementation, particularly in the context of public entities like GDC. Practical implications suggested that organizations should invest in leadership development programs that focus on enhancing cognitive, emotional, social, and functional competencies among their leaders to drive successful strategy execution. By understanding and leveraging these competencies, organizations could navigate complexities, overcome barriers, and achieve their strategic objectives effectively.

Research is well established to indicate that the presence of competencies reflecting social and emotional learning is beneficial to students (and teachers) as they seek success in their academic development as well as life within the community (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2008; Durlak, Domitrovich, Weissberg, and Gullotta, 2015). The benefits of implementing programs schoolwide are also well documented (Brackett a Rivers, 2011; Zins et al., 2004). There are also well-researched indications that the implementation of a positive behaviour program such as Schoolwide Positive Behaviour Support provides students with a framework of behavioural expectations and support that helps to minimise negative behavioural incidences, which are distractions from learning (Sugai et al., 2010). It follows that the simultaneous implementation of both a positive behaviour program and a social and emotional learning program would maximise the opportunities for students to develop those skills required to be successful in academic learning and daily life. This thesis, grounded in the literature of social and emotional learning and positive behaviour support presents successful strategies used to teach social and emotional learning competencies in two environments, School A and School B. A key and common feature of the chosen schools is that they both implemented Schoolwide Positive Behaviour Support. School A also implemented the schoolwide social and emotional learning program You Can Do It! Education. School B mainly taught these skills to students on a perceived needs basis, as identified by their teachers. To identify the successful strategies, three case studies were conducted involving six teachers, three from each of Schools A and B. The teachers who participated in the study were nominated by either the Principal or the Deputy Principal of the relevant school and were representative of the upper, middle and lower primary. Case Study One included two Year 6 (upper primary) teachers, one from each school. Similarly, Case Study Two included two Year 4 (middle primary) teachers and Case Study Three included two Year 2 (lower primary) teachers. The teaching participants in this study, as well as the administration members from both schools, were interviewed to identify their understandings and implementation of the internationally accepted social and emotional learning competencies as documented by CASEL. Teaching participants were also observed in their classrooms. Studentsr development of social and emotional learning skills, as perceived by their teachers, were recorded through completion of a survey at both the commencement and conclusion of the study. Behavioural documentation relating to office discipline referrals and student disciplinary absences were reviewed by the researcher for each of the participating teachersr classrooms. As well, a focus group of four students from each of the classes involved in this study were interviewed. However, because of difficulties initiating discussion from the younger students, only the data collected from Year 6 students were included in the study. Administration and teacher interviews, classroom observations, surveys completed by teachers to reflect their perceptions of their studentsr development of social and emotional learning competencies and behavioural documentation were reviewed to code data. Interviews were coded to identify perceived understandings and importance of social and emotional learning competencies, as well as intervieweesr perceptions of not only how they helped students develop each of the competencies, but also school/classroom changes. Transcripts of observations of teachers were coded to identify social and emotional learning language used in their classrooms and to measure classroom climate through the presence of respect in the classrooms, studentsr motivation and morale, and tone of the teacher. Other behaviours such as non-verbal communications were also identified. Teachersr perceptions of the development of their studentsr social and emotional learning competencies combined with records relating to behavioural infractions in their classrooms completed the coded data. From this the researcher ascertained emerging themes and successful strategies relating to the development of social and emotional learning competencies, as demonstrated by the teachers. To assist with this analysis, Year 6 focus group interviews were analysed to identify the studentsr understanding and use of language reflecting feelings, their ability to identify emotions appropriately and to provide possible solutions to situations with which they could be familiar at school to demonstrate development or otherwise of the relevant competencies. The overall finding from the present study was that in classrooms implementing the behaviour framework, Schoolwide Positive Behaviour Support, students develop more social and emotional learning competencies when there is also implementation of a schoolwide social and emotional learning program such as You Can Do It! Education. This strategy, the formal schoolwide teaching of social and emotional learning skills, over and above the implementation of Schoolwide Positive Behaviour Support: 1. facilitated more development of studentsr social and emotional learning competencies; 2. provided more opportunities for student learning because there were few student disruptions in classrooms where students demonstrated well developed social and emotional learning skills; 3. provided teachers and students with a common language; and 4. facilitated a school/classroom environment more conducive to learning. This thesis makes an important contribution to the research on student development of social and emotional learning competencies. The implementation of a schoolwide social and emotional learning program which addresses all the identified competencies of self-awareness, self-management, social awareness, relationship skills and responsible decision making gives students considerable opportunity to develop the required skills. However, additive benefits are evident when a schoolwide social and emotional learning program is implemented within a schoolwide behaviour framework. This study provides preliminary research which could be used to inform a more extensive study involving a wider range of classrooms and schools, in the future. e

The research aims to reveal: - - Revealing the best method of personal development between the two experimental groups. The researcher used the experimental method with the design of two experimental groups with a pre and post test (post-post) for the personality scale. The study sample consisted of (28) students of the second stage / College of Physical Education and Sports Sciences / University of Salah al-Din, and they were divided into two groups, each group consisted of (14) female students - the first experimental group studied the effect of the educational bag using the training method - and the second experimental group studied the effect of The educational bag using the self-review method. To treat the statistical data, the researcher used (arithmetic mean - standard deviation - and t-test for samples of equal numbers). Based on the results and within the limits of the research, the researcher reached the following conclusions and recommendations: 1- The effect of the educational bag using the method (training - and self-review) was effective in personal development. The use of the educational bag has an impact in increasing the learner's motivation towards learning and personal development among the students through the desire of the two experimental groups and their interaction during the application of the vocabulary of the educational units of the educational bag because it contains the most educational means and teaching decisions given to them by the two methods. The effect of the educational bag using the two methods (training and self-review) and the preference for the self-review method had a positive and effective effect on the personal development of the students As for the recommendations, they were to use my method (training and self-review) in achieving educational goals and their importance in personal development of female students. The possibility of using the educational bag in teaching other subjects because of its good characteristics in developing the personality of the students and in the form and content that suits the study material

In the context of the artificial intelligence era, paying attention to the development of the social and emotional competence of teacher-training students is of great practical significance for the healthy and comprehensive development of teacher-training students and their growth into high-quality technical and skilled talents. The study uses the correlation coefficient method, multiple linear regression, quantile regression, and other methods to carry out a questionnaire survey and practical exploration of the relevant data of students in a provincial teacher training university. The overall development of social and emotional competence of teacher education students is poor, and the overall social and emotional competence of teacher education students is only 3.91. Among them, teacher-student relationships and peer and parent-child interactions are the key factors affecting the development of social and emotional competence of teacher-education students, and the regression coefficients of these factors are 0.194, 0.161, and 0.146, respectively. The marginal effects of the teacher-student relationship and the social and emotional competence of teacher-education students are in an “inverted L-shape”. The marginal influence of the teacher-student relationship and teacher-student social and emotional competence showed an “inverted L-shaped” trend. Peer and parent-child interactions had the greatest positive impact on the social and emotional competence of teacher trainees around the median, which was roughly characterized by an “inverted U-shape”. The study suggests emphasizing social and emotional competence, promoting comprehensive development of teacher trainees, strengthening parent-child emotional care and peer communication, and seeking more scientific, rational and effective methods to improve students’ social and emotional competence.

Studies show that different types of antisocial behaviors share similar risk and protective factors related to particular social, emotional and moral competencies. Nevertheless, little is known about the longitudinal relation of social, emotional and moral competencies with patterns of antisocial behaviors in youth. The present study aimed to discover the longitudinal relations between social and emotional competencies, empathy, moral emotions, moral disengagement, and perceived moral disengagement induced by parents, and the patterns of antisocial behaviors and change in these patterns over time. A sample of 898 Spanish students aged between 9 and 17 was followed up for one year. Self-reported data were analyzed using latent transition analyses and multinomial regressions. Results showed that age, several mechanisms of moral disengagement, perceived parental moral disengagement induction, and several social and emotional competencies predicted offenders outside of school and highly antisocial and victimized patterns, including their stability over time. Moreover, males at early ages and perceived parental moral disengagement induction predicted the high bullying victimization pattern. Being a male, with high victim dehumanizing and blaming, predicted stability of the high bullying victimization pattern. Being a male, early ages, and low responsible decision-making predicted changes from the high bullying victimization pattern to the low antisocial pattern. Results are discussed emphasizing the need to conduct prevention and intervention programs from a comprehensive perspective promoting social, emotional and moral competencies. This study could have useful implications for prevention and intervention focused on decreasing risk and increasing protective factors.

This article discusses the impact of volunteering on the professional and personal development of students. In the context of increasing requirements for the training of specialists who are ready to effectively solve professional problems, this problem is of particular importance. The article analyzes the key concepts of the study: volunteering; professional and personal development, student of a medical college. Volunteering was defined as a pedagogical tool capable of solving the issues of effective professional and personal development of future specialists. The article analyzes the importance of volunteering for the professional and personal development of students, provides fragments of this activity organized at the Zelenodolsk Medical College.The information presented in the article demonstrates the active involvement of future doctors in volunteer activities. Their participation in the Victory Volunteers Project is of particular importance. Even brief information about the Project allows us to assess its importance in the acquisition of not only important professional skills, but also personal qualities that are significant for the medical profession. The study of the personal development of student volunteers showed positive results in their development, in training, and in increasing their readiness for professional activities. In conclusion of the article, brief conclusions are made on the study.