Implementación de Entornos Personales de Aprendizaje para fortalecer las habilidades comunicativas

Universities in China's transition to online education in response to the COVID-19 pandemic have spawned several research studies. However, studies exploring college students' technological skills, relationships with their peers and instructors, and collaborative learning experiences during the pandemic are scarce. Three aspects were explored in this mixed study: (1) changes in students' engagement in class and the main factors involved; (2) students' feelings and reactions during online learning; and (3) how students related to their peers and instructors. Data were collected through a qualitative survey supplemented by quantitative data about students' attitudes to online learning using the SAROL scale. This paper argues that online learning may not produce the desired results due to lack of interaction with instructors, no campus socialization or well-trained technology skills, and appropriate content for online courses and group work. The findings further revealed that online learning offers college students new ways to learn independently, collaborate and build relationships with their peers. It encourages them to reconsider ways to improve their technology skills, learning methods, communication skills and reconceptualize their responsibilities as team members.

Communication skills constitute one of the generic skills, identified at both global (World Federation for Medical Education 1994), and national levels (General Medical Council 1993) which should be integrated and threaded through the undergraduate curriculum. Doctors undertake 150,000–200,000 consultations in an average working life, hence communication and clinical skills are the very fabric of clinical practice. Many medical schools and curriculum co-ordinators are examining ways in which generic skills learning occurs in the medical curriculum. One of the issues facing educators is how best to deliver such a curriculum. The traditional methods of learning in conventional curricula do not enhance such skills and indeed the opposite has been reported. The assumption that repeated practice in clerking patients alone improves communication is erroneous (Maguire 1986). However, teaching communication skills in a block and then forgetting about it is not seen as helpful by students. It may be inappropriate in its timing, and not regarded as relevant to what the student is doing on a day-to-day basis. Imagine a fabric of numerous colours with a strong repeating band of one colour at various points. If the curriculum is the cloth, then the communication process should constitute these numerous bands brought into sharp focus now and again. In taking this approach a number of questions arise; Why, What, How, When and By Whom should teaching be given? To these questions tentative answers can be suggested. Why? Myths about communication skills are common: that they are inherent and not learnable; they are an attribute of personality; they are picked up through experience; and they are no more than common-sense. Arguments contradicting the myths must now be given attention: clinical practice alone does not develop appropriate skills; consultants wish they had had some teaching as undergraduates; patients' complaints are rising; and communication skills help doctors to be more effective clinicians with better health outcomes for their patients. These arguments may convince some students. However, with the competing priorities of the curriculum, the value placed on communication skills learning by students may be more evident where an assessment process is in place. In-course assignments with audiotapes or videotapes and OSCEs as both formative and summotive assessment are vital. Summative assessment in particular, when testing of communication skills is part of the final examination, demonstrates the school's serious commitment. Inclusion in qualifying examinations, however difficult to undertake, is essential. What? A framework provides a means by which the communication process can be viewed and offers the vocabulary to describe it. This is in contrast to looking at the content of what was said, and is an important step in beginning to make the invisible visible. In this way the effectiveness of everyday clinical practice can be observed with a more analytical eye, and is best introduced early on. Numerous assessments frameworks exist and although some were devised for research purposes, many are useful tools for teaching and learning (World Health Organization 1993). The components that constitute a Communications Skills Curriculum need to be identified. These might include; basic medical interviewing skills, informed consent, imparting bad news, health education, motivation for behaviour change, dealing with violence, sexual health, assertiveness, cross cultural communication, communication with children, people with learning disabilities, handling complaints and interprofessional communication. It is obvious that some of these fit earlier in the curriculum and others later as the student has had more clinical experience. When? The relation between the components, and when and how they are taught is crucial. Skills are things one does and not primarily a cognitive process. Hence learning must be based on doing. Kolb (1984) describes a cyclical process of experiential learning; Concrete Experience → Reflective Observation → Abstract Conceptualization → Active Experimentation → Concrete Experience. This links an actual incident or set of events (concrete experience) to an ability to observe and think about what is happening (reflective observation), from which it is possible to develop principles and understanding underlying the process (abstract conceptualization), and then attempts to put these guidelines and behaviours into action in a learning setting (active experimentation) such that these should then be carried through to the real life workplace setting (concrete experience). Teaching out of context, with no regard for the student's stage in the curriculum, and by tutors who are not involved in the clinical teaching, reduces its relevance and usefulness to students. However, the mere hope that clinical tutors will automatically incorporate it when they teach in the clinical context may be unrealistic, and even when teachers believe they teach communication in the clinical setting the students are not always conscious of it. When to teach is an important question. From Kolb's model it is best to start from the point of concrete experience. Lack of clinical knowledge can be a considerable drawback. Students at the beginning of their clinical course who are struggling with content as well as process may be overwhelmed and unable to take advantage of communication skills learning. Indeed the danger of deskilling, and reducing confidence should be borne in mind. However, waiting until students are well into the clinical course may result in students having adopted rather fixed patterns already. Early courses on basic medical interviewing are appropriate; on the contrary, challenging situations, e.g. Breaking Bad News are less relevant in the early years than when students are nearer to having to do this themselves. Communication skills tasks require tailoring to the level and stage of clinical experience. Hence re-visiting and repeated exposure is vital. How? The student's stage in the curriculum, the timing and the methods used are all linked. Experiential learning may happen in the Community where basic interviewing skills and teamwork can be developed, in the Clinic where observation and feedback are essential to develop skills in medical interviewing, and more formal sessions in the Classroom where basic skills can be explicitly reinforced and challenging situations can be practised using simulated patients. Students like and choose to learn in different ways and this should be reflected in the range of learning opportunities provided. Attitudes underlie many interactions between a doctor and patient and hence they need to be addressed. However attitudes are complex, serve individuals in a variety of ways, are sometimes quite fundamental and variably resistant to change. Ethics teaching is important in underpinning the doctor-patient relationship and providing guidelines for patient care. Educators have the responsibility to offer opportunities for students to reflect on and discuss how their attitudes may positively or negatively affect patient care, within an ethical framework. The aim is for students to develop responsibility about the impact of their own attitudes. By whom? Traditionally general practice, psychology and psychiatry have taken the lead with communication skills teaching identified. However all clinical specialities should be involved, with communication skills objectives appearing in the curriculum documents and the means of delivering this teaching identified. Some rotations may lend themselves best to tackling particular aspects of the communications skills curriculum, e.g. handling violence and aggression in Accident and Emergency or talking with patients about sexual health in Obstetrics and Gynaeeology. Involving the clinicians who are on the wards greatly enhances both the relevance and the importance placed on this learning by students. Clinicians should be brought in at an early stage, linking learning with clinical activities. It is essential that staff development should be provided to enable clinicians, who themselves have not experienced such learning, to use the experiential methods of role-play or videotaping with constructive feedback. Some, who may indeed be extremely skilful communicators, are unaware of what it is they are doing which makes their interactions effective. Formal staff development sessions can be supplemented by more informal strategies based on co-teaching. This involves pairing a clinician with those behavioural scientists or educationalists more acquainted with communication skills teaching methods. Clinicians have an enormous wealth of experience to draw upon but many may not themselves have had the benefit of communication or ethics courses. Understandably they may feel less confident about covering these fields. On the other hand they may also believe that non-clinicians do not understand clinical realities. Co-teaching where there is trust and respect for each other's contribution can serve both sides and models, in itself, interprofessional communication. Involvement of clinicians in marking assignments (video or audiotaped interviews using frameworks and checklists), written examinations (ethics exams with sample answer sheets provided) and OSCEs (e.g. ethics and communication stations with specified criteria) is a helpful and non-threatening way of learning. Delivering a Communication Skills Curriculum depends on; Opportunity and being Opportunistic (time in the curriculum and a network of enthusiastic clinicians); Support (a co-ordinator with responsibility for input across all the years of the curriculum who has a place on curriculum committees), and being Supportive (providing tutors with staff development, teaching manuals and materials); and Resources (teachers, a budget, a bank of simulated patients, AV Facilities and a Skills Lab). Great aid is given by strong Ethics, Sociology and Psychology courses which underpin the Communications Skills Courses. By the time the student is ready to qualify the medical curricula should have provided not only the knowledge but also the explicit clinical and communication skills to practice medicine effectively. However it may be only when the graduate doctor is actually working that the full importance of generic skills is realised and the need for continuing medical education in these areas arises.

YouTube has become one of the most popular and frequently accessed platforms by parents to find various sources of learning and entertainment for their children. Developing communication and imagination skills in preschool children can open the door to creativity and problem-solving that will shape how they interact with the world. Parents must play an active role in forming a solid foundation for preschool children’s communication and imagination skills. This study aims to analyze parents’ perspectives on using YouTube on children’s imagination and communication skills. The research method uses the Structural Equation Model. The sample size for this study is 100 parents. The sampling technique used purposive sampling, using the criteria of parents with preschool-aged children and a habit of watching YouTube in Boyolali, Indonesia. The results showed that according to the parent’s perspective, preschool children’s habit of watching YouTube significantly influences their imagination and communication skills. The perspective of parents directly involved in preschool children’s learning process can be a revolutionary tool in shaping communication and imagination skills. Parents who are directly involved in their children’s learning process through YouTube have the power to create immersive and enjoyable learning experiences, bridging the gap between technology and the development of children’s communication skills and imagination in innovative and impactful ways. This research contributes to increasing the understanding of digital media integration in early childhood education and how parents can leverage technology to support the development of essential skills in children.

A Design Framework for Personal Learning Environments

Universities have a key role to play in the progress and development of the Knowledge Society. They should lead the way in the design of teaching strategies that promote knowledge building. Personal learning environments (PLE) represent a groundbreaking new development in educational practices through the incorporation of Information and Communications Technology (ICT), and an opportunity to promote the creation of universities without walls able to meet the demands of the knowledge society. This study focuses on the relationships established by the participants (students and teachers) in two higher education instructional sequences using institutionally-powered PLE (iPLE). One of the sequences was carried out at the University of Barcelona and the other at the University of Andorra. Both used the same technological support, the Elgg platform, which allows users to build their own personal work and learning environment. The main hypothesis of the study is that the relationships formed depend on the techno-pedagogical design of the teaching and learning process. The results show that in both cases the relationships that the participants establish with their peers and teachers are indeed related to the characteristics and requirements of the particular techno-pedagogical designs. Although the technological environment allowed all the participants to establish relationships with others, the main interactions were found in small working groups created to carry out learning and assessment activities. In conclusion, we stress the importance of planning teaching and learning activities and assessment processes that are able to exploit the full potential of PLE.

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

Attitudes and anxiety levels of medical students towards the acquisition of competencies in communication skills

PurposeIn the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.Design/methodology/approachThis study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.FindingsThe findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.Research limitations/implicationsSome limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.Practical implicationsThis study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.Social implicationsThe social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.Originality/valueThe uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

Aim/Purpose: This article proposes a framework based on a sequential explanatory mixed-methods design in the learning analytics domain to enhance the models used to support the success of the learning process and the learner. The framework consists of three main phases: (1) quantitative data analysis; (2) qualitative data analysis; and (3) integration and discussion of results. Furthermore, we illustrated the application of this framework by examining the relationships between learning process metrics and academic performance in the subject of Computer Programming coupled with content analysis of the responses to a students’ perception questionnaire of their learning experiences in this subject. Background: There is a prevalence of quantitative research designs in learning analytics, which limits the understanding of students’ learning processes. This is due to the abundance and ease of collection of quantitative data in virtual environments and learning management systems compared to qualitative data. Methodology: This study uses a mixed-methods, non-experimental, research design. The quantitative phase of the framework aims to analyze the data to identify behaviors, trends, and relationships between measures using correlation or regression analysis. On the other hand, the qualitative phase of the framework focuses on conducting a content analysis of the qualitative data. This framework was applied to historical quantitative and qualitative data from students’ use of an automated feedback and evaluation platform for programming exercises in a programming course at the National University of Colombia during 2019 and 2020. The research question of this study is: How can mixed-methods research applied to learning analytics generate a better understanding of the relationships between the variables generated throughout the learning process and the academic performance of students in the subject of Computer Programming? Contribution: The main contribution of this work is the proposal of a mixed-methods learning analytics framework applicable to computer programming courses, which allows for complementing, corroborating, or refuting quantitatively evidenced results with qualitative data and generating hypotheses about possible causes or explanations for student behavior. In addition, the results provide a better understanding of the learning processes in the Computer Programming course at the National University of Colombia. Findings: A framework based on sequential explanatory mixed-methods design in the field of learning analytics has been proposed to improve the models used to support the success of the learning process and the learner. The answer to the research question posed corresponds to that the mixed methods effectively complement quantitative and qualitative data. From the analysis of the data of the application of the framework, it appears that the qualitative data, representing the perceptions of the students, generally supported and extended the quantitative data. The consistency between the two phases allowed us to generate hypotheses about the possible causes of student behavior and provide a better understanding of the learning processes in the course. Recommendations for Practitioners: We suggest implementing the proposed mixed-methods learning analytics framework in various educational contexts and populations. By doing so, practitioners can gather more diverse data and insights, which can lead to a better understanding of learning processes in different settings and with different groups of learners. Recommendation for Researchers: Researchers can use the proposed approach in their learning analytics projects, usually based exclusively on quantitative data analysis, to complement their results, find explanations for their students’ behaviors, and understand learning processes in depth thanks to the information provided by the complementary analysis of qualitative data. Impact on Society: The prevalence of exclusively quantitative research designs in learning analytics can limit our understanding of students’ learning processes. Instead, the mixed-methods approach we propose suggests a more comprehensive approach to learning analytics that includes qualitative data, which can provide deeper insight into students’ learning experiences and processes. Ultimately, this can lead to more effective interventions and improvements in teaching and learning practices. Future Research: Potential lines of research to continue the work on mixed-method learning analytics methodology include the following: first, implementing the framework on a different population sample, such as students from other universities or other knowledge areas; second, using techniques to correct unbalanced data sets in learning analytics studies; third, analyzing student interactions with the automated grading platform and their academic activities in relation with their activity grades; last, using the findings to design interventions that positively impact academic performance and evaluating the impact statistically through experimental study designs. In the context of introductory programming education, AI/large language models have the potential to revolutionize teaching by enhancing the learning experience, providing personalized support, and enabling more efficient assessment and feedback mechanisms. Future research in this area is to implement the proposed framework on data from an introductory programming course using these models.

This paper aims to examine the value of communication skills learning process through various assessments in Information Systems (IS) postgraduate units in Australia and Portugal. Currently, communication skills are indispensable to students in expanding their social networks and their knowledge at university and in the future workplace, since businesses expect their employees to have strong communication and presentation skills. This paper provides empirical evidence based on the anonymous quantitative and qualitative data collected during 2 years from 126 postgraduate students, which were collected via formal and informal feedback. Various assessment methods were used in Information Systems units to promote and develop the communication skills; these assessments are: reflective journal, business plan and prototype, discussion forum, presentation, and final examination. A Communication skills model (CSM) was developed based on Action research principles to promote the assessments which will assist IS students to enhance their communication skills. The research outcomes indicated that integrating communication skills in the assessments will allow students to promote their communication skills and boost their self-esteem skills. Furthermore, this paper added a new theoretical and practical contribution to higher-education teaching and learning literature, especially the action research for teachers to promote and develop communication skills among students. Finally, integrating these skills in the units should meet the objectives and aims of the units, Master's degrees, universities, and businesses' needs, and satisfy our student's needs.

Communication skills are crucial competencies for both teachers and aspiring educators. However, the reality is that the skills of many teachers are not yet adequate. This research aims to analyze the impact of implementing a Flipped Classroom with Whiteboard Animation on students’ communication skills. The research employed a Convergent Mixed Methods Design, where quantitative and qualitative data were collected concurrently and analyzed separately to confirm their relationship. The participants consisted of 83 students who were elementary school teachers taking the Science Education course. Quantitative data on communication skills were gathered using the ICCS questionnaire, while qualitative data were obtained through observations, completion of student worksheets, and interviews. Quantitative data were analyzed using ANCOVA, while qualitative data underwent qualitative descriptive analysis. The research findings demonstrated that Flipped Classroom with Whiteboard Animation effectively enhanced students’ communication skills through the instructional steps during the webinar. These findings indicate that Flipped Classroom with whiteboard animation can be considered an effective alternative for improving students’ communication skills.

Nowadays, 4.0 Education 4.0 is a new paradigm in educational context in which it focuses on the innovation and maximizes the use of information, internet, and technology. Teacher has some essential roles in the classroom. One of those roles is teacher as a facilitator and communicator. Teachers facilitate the students in the classroom. They help them in conducting the teaching and learning process. Teachers talk to the students during the activities in the classroom. It is important to know whether the teacher applies the communication skills properly in the classroom or not; and the students’ perception about the teachers’ communication skills contribution on their speaking performance. This study applied qualitative method. The data were collected by observation, questionnaire, and interview. The researcher collected, analyzed and interpreted a variety of data to reveal the kinds of communication skills that were used by the lecturer in the class, and then found the students’ perception about the lecturer communication skills toward their oral communication performance. The data resources were the lecturers’ verbal and non-verbal communication applied in the classroom. The sources of the data based on the observation taken from one English lecturer in public university and one of English lecturer in private university. In addition, the interview taken from students of those lecturers. The non-verbal communication skills that were applied by the teachers. Each communication skill applied by the teacher had effect on students’ oral communication performance, whether it was directly or indirectly effective on students’ oral communication performance. Not all verbal communication could be effective directly on the students’ oral communication performance or not all non-verbal communication skills could be effective on the students’ oral communication performance.

The incorporation of Information and Communication Technology (ICT) into higher education has profoundly revolutionized the manner in which students engage with educational resources and acquire knowledge. Personal Learning Environments (PLEs) facilitate a tailored and adaptable learning approach, empowering students to take charge of their own educational experiences. Nonetheless, to effectively leverage PLEs in higher education, a robust ICT framework is imperative. This paper explores the development of an ICT framework specifically designed for PLEs within the context of higher education. The framework encompasses diverse ICT attributes, including accessibility, flexibility, data analysis, extensive capacity, automation, personalization, and security. Analyzing interview data led to the formulation of a PLE-ICT framework prototype, comprising five dimensions: ICT hardware, ICT software, ICT services, project development, and support team. The findings of this study enrich the theoretical comprehension of ICT integration in PLEs and offer valuable insights for the future elaboration of more intricate PLE-ICT scales. The suggested ICT framework delivers a comprehensive and pragmatic blueprint for the implementation of PLEs in higher education institutions, with the potential to augment student learning experiences and outcomes.

This study examines the effectiveness of forensic accounting competencies, such as communication skills, technological skills, accounting and auditing skills, and auditor’s self-efficacy, in combating fraud in finance ministries in Northwestern Nigeria. The primary objective is to evaluate how these competencies skills contribute to enhancing fraud detection and prevention in the public sector. Primary data were collected through structured questionnaires distributed to employees in finance ministries, including auditors, accountants, and forensic experts. The data were analyzed using regression techniques, allowing for an in-depth examination of the relationships between the dependent variable (fraud management) and the independent variables. The findings reveal that communication skills, technological skills, and accounting and auditing skills have significant positive effects on fraud management, while auditor’s self-efficacy shows a positive but statistically insignificant relationship. These results underscore the importance of technical and behavioral fraud detection and Prevention competencies in addressing fraud challenges in the public sector. Based on the findings, the study recommends targeted training programs to enhance communication and technical skills, investments in advanced forensic tools, and the implementation of mentoring programs to build confidence among auditors. These measures are essential for strengthening fraud management frameworks and improving public sector accountability and transparency.

There is a mismatch or gap between the job-related skills that industrial companies want from Electrical and Computer Engineering (ECE) graduates and what academic institutions provide when students graduate from ECE programs. Consequently, and based on the literature, the number of contemporary graduates that lack the industry-required skills has increased. Because of the skills gap, newly hired engineers may require additional training to attain critical competencies, which cost employers time and money. This paper examines the skills required by ECE graduates in the United States and presents survey results from ECE professional engineers. The survey used in this study was obtained from The College and Career Readiness and Success Center at the U.S. Department of Education. The survey focuses on nine major categories: applied academic skills, critical thinking skills, interpersonal skills, personal skills, resource management skills, information use skills, communication skills, system thinking skills, and technology use skills. ECE professional engineers were asked to rank skills on a 1-5 Likert scale where "one" is not important and "five" is vital. They also were asked to rate the degree of preparedness upon graduation for the same skills on a 1-5 Likert scale. This paper highlights the perspectives of 45 ECE professionals regarding the required skills ECE graduates should possess upon graduation and how vital these skills are. The results of the survey highlight the gap between the level of importance and the degree of preparedness for ECE graduates regarding these skills. The results also show that communication skills, system thinking skills, technology skills, and critical thinking skills are more important than applied academic skills, interpersonal skills, and personal qualities. It is apparent that the existing skills gap between the degree of importance and how prepared ECE graduates are is a concern of industry, and the lack of preparation for these skills can severely impact the employability of ECE graduates. System thinking skills, with an average value of 4.68, are clearly the most significant abilities, followed by communication and technology skills, with average values of 4.52 and 4.40, respectively. The average rating for all of the survey respondents is 3.54, indicating that ECE graduates are highly prepared in applied academic skills. The most striking findings from the data revealed that ECE graduates are underprepared in system thinking skills, which have been given the highest importance. This has significant implications for the pressing need to promote the use of novel teaching approaches that help ECE graduates develop system thinking skills.