Learning challenge accepted – or not?

Digital competence has become crucial in the digital era and understanding the digital skills level of postgraduate students is essential to adapt educational programs and develop effective teaching and learning strategies. The objective of this research was to select the items of a questionnaire to assess the level of digital skills in postgraduate students in a specific situation, using the Nominal Group Technique (NGT). Study participants were selected for their experience and knowledge in the field of digital skills. A structured discussion was held in which the experts identified and discussed the key dimensions and components of digital competences relevant to postgraduate students, and the most representative items that would measure the level of digital skills in students were prioritized and selected. The outcomes provided a set of validated and reliable items included in a questionnaire that is tailored to previously identified digital skills. This questionnaire can effectively assess the level of digital skills in postgraduate students in a specific context, the outcomes of which help inform educational policies and strategies that improve digital skills training in reference students.

This study determined the level of research skills of graduate students at Tomas Claudio Colleges during the Academic Year 2024–2025. Using a descriptive research design, the study involved 178 graduate students, representing fifty percent (50%) of the graduate studies population. The respondents were described in terms of age, sex, civil status, position title, course, years of teaching experience, research-related trainings attended, and number of researches conducted and published. Data were gathered through a researcher-made questionnaire checklist assessing research skills in problem identification and conceptualization, information and evidence seeking, research methodology, statistics, analysis and evaluation, and communication and language, as well as challenges encountered in research.Findings revealed that most respondents were aged 25–34, female, single, and held the position of Teacher I, with less than five years of teaching experience. The majority had attended research trainings at the school level and had limited research experience and publication output. Despite this, the respondents demonstrated a high level of research skills across all dimensions. Further analysis showed that demographic and professional variables were not significant determinants of the respondents’ research skill levels. The study highlights the importance of continuous research capability-building programs to enhance graduate students’ research productivity.

The objectives of this research are: 1) to study the skill levels and development needs of twenty-first century master's degree students, 2) to compare these skill levels and development needs by classifying students according to variables such as gender, age, work experience, and institution of graduation, and 3) to study the relationship between the level of skills and the need for developing twenty-first century skills of master's degree students. Questionnaires were distributed to master's degree students in the Faculty of Liberal Arts at a private university who studied from 2021 onward. A total of 80 questionnaires were distributed, and 73 responses were received. The statistical methods used in the research include frequency, percentage, mean and standard deviation, independent sample t-test, one-way ANOVA, and the correlation coefficient of variables (r). The research results found that: 1) the top three twenty-first century skills of students are media literacy, social skills, and information literacy. The top three needs for developing twenty-first century skills are cooperation, creative thinking, and communication skills. 2) The comparison of twenty-first century skills among students revealed no significant differences in skill levels based on gender and age. However, significant differences were found in skill levels based on the educational institutions and fields of study completed at the bachelor's degree level. No significant differences were found in the need for developing twenty-first century skills based on gender, age, educational institution, and field of study at the bachelor's degree level. 3) The level of twenty-first century skills is not related to the need for developing twenty-first century skills.

The effects of training with simulation on knowledge, skill and anxiety levels of the nursing students in terms of cardiac auscultation: A randomized controlled study

The COVID-19 pandemic forced dental educators to quickly modify the teaching-learning platform without testing outcomes of alternative teaching methods prior to implementation. One critical course affected was the teaching of local anesthesia (LA) that moved from practicing injections using the traditional student-to-student method to the simulation model using manikins. This study compared two LA teaching methods (student-to-student versus simulation) in two consecutive cohorts before and during the pandemic to assess differences in students' skill level and self-confidence. This quasi-experimental study recruited a convenience sample of dental hygiene students at the University of Minnesota during 2020 and 2021. Consent was collected prior to student-to-student injection practice and survey distribution. Data collected were clinical and summative clinical assessments to determine LA skill level, and student surveys to assess self-confidence. Analyses included descriptive statistics, linear models within and between cohorts, and inductive analysis for qualitative survey responses. Fifty of 57 students (88%) completed the survey, and 54 (95%) consented access to their clinical assessments. Skill level was significantly higher for the simulation cohort compared to the student-to-student cohort on the LA summative clinical assessment (59.0vs. 55.6, p=0.004). No differences were found in self-confidence between cohorts. A positive association was found between students' self-confidence and skill levels for both cohorts, but only student-to-student cohort results were statistically significant (student-to-student: r=0.44, p=0.02; simulation: r=0.24, p=0.26). Results support incorporating simulation manikin teaching methods for LA with a student-to-student partner component.

Culinary Arts is an area in Technical Vocational Education and Training (TVET) where students need to possess problem-solving skills besides having fundamental subject matter knowledge and hands-on skills required for the technical aspects of cooking. The key components for learning to solve problems are analogizing, modelling, reasoning causally, and arguing. The development of these strategies will assist students in completing numerous cognitive tasks. However, little research has been done which provide information on the level of these skills in the context of students at Community Colleges, particularly among Culinary Arts students. Drawing from a survey data, the paper examines problem-solving skills of 831 Culinary Arts students, most of whom were aged 18-24, from eleven Community Colleges offering Certificate in Culinary Arts Programme throughout Malaysia. The analysis results revealed that students had only medium level of problem-solving skills. The finding is of great significance as knowing the level of problem-solving skills of Culinary Arts students is essential before designing a suitable intervention for them. Specifically, the findings can be used to justify the design of new learning environments towards developing problem-solving skills more effectively.

The efficacy of a mobile augmented reality application in improving nursing students' knowledge, skills, and motivation in pressure injury assessment: A randomized controlled trial.

Purpose: The purpose of this study was to examine the impact of ability grouping on game performance and physical activity levels of elementary school students during an invasion game. Method: Forty-eight fifth-grade students (22 girls) participated in eight games of “Over the Line Ball.” Four of these games saw students in matched-ability teams (either all higher skilled or all lower skilled players), whereas in four games teams consisted of two higher skilled and two lower skilled players. A full factorial mixed analysis of variance was conducted, where ability grouping served as a within-subjects variable, and student gender and skill level served as between-subjects variables. Hierarchical linear regression analysis was used to determine the influence of game performance, grouping condition, and gender on moderate–vigorous physical activity. Results: There was a disordinal interaction between skill level and ability grouping on each of three performance variables (percentage success, rate of play, and game performance). Students’ skill level and the homogeneity of games provided the best prediction of moderate–vigorous physical activity over and above the game performance scores alone. Conclusion: Grouping students into matched-ability-level games increased opportunities for success and physical activity for lower skilled students.

Purpose of Study: The main purpose of this research was to determine the level of research skills of students and design the model of the factors influencing it. This analytical-descriptive research was carried out in two stages. First, the level of skill and ability of students was obtained and then, based on interviews with them, factors affecting their skill level were obtained in the form of a pattern.
 Methodology: To do this research, first, the student's ability to research was studied to determine the status quo. To this end, a researcher-made questionnaire was designed to assess students' ability to research in four areas of knowledge of the components of scientific research, knowledge of types of scientific research, the ability to produce a scientific research proposal and the ability to perform and report scientific research. According to their answerers, their ability to be classified into three levels of limited, acceptable and advanced categorization.
 Results: The results showed that more than 50% of students with a low level of satisfaction are eligible for the practical implementation of research. Also, the pattern showed that students, school and teachers, and parents are effective at their level of ability to do research.
 Implications/Applications: After the implementation of the questionnaires, the results were shared with the participants and interviewed about the reasons and factors affecting their level. After the interview, repetitive clauses were identified and with the help of Max software, the pattern was designed.

This study examined the influence of community-based dental education (CBDE) on dental students' perceived ability to treat underserved patients and their selection of community dental clinics as a first career path. In a 2009 survey, fourth-year dental students at the University of Michigan recorded their attitudes, skill level, and confidence in treating underserved patients before and after CBDE rotations and estimated what percentage of their practice they planned to devote to Medicaid-eligible patients. The first career choices of graduates from 2005 to 2010 were also correlated with the number of weeks the students spent in CBDE rotations. The results showed an improvement in student skill and confidence in treating low-income patients after the rotations. The examination of first career choices showed that, after three to five weeks of CBDE rotations, 5.6 percent of the students planned to practice in a community-based dental clinic. However, in 2009 when rotations were increased to eight weeks and included multiple clinic types, 11.8 percent of the students in 2009 and 16.5 percent in 2010 selected a community-based dental clinic as their preferred practice location. These findings suggest that CBDE improves dental students' skill and confidence level in treating underserved patients and that more time spent in CBDE rotations, specifically more than five weeks in multiple clinic types, may increase the number of graduates who select practice in community-based clinics as a first career choice.

To examine the effects of an after-school NutriActive program on anthropometric measurements, motor skills, and fitness levels of young children. In this quasi-experimental study, anthropometric, motor skill, and fitness measurements were compared between intervention and control students at baseline, following a 4-week intervention, and after a summer break (4 months). Two intervention and two control microurban elementary schools. Forty-two intervention and 28 control kindergarten and first-grade students (50% boys, 82% Caucasian). A 4-week program consisted daily ofa morning walk and an after-school physical activity lesson with an emphasis on motor skill development, nutrition/health lesson, snack, and nonstructured active play. Body mass index, waist circumference, and fitness and motor skill levels. Repeated-measures analysis of variance, t-test, and stepwise regression. The intervention group scored significantly better on some fitness and all motor skill tests at 4 weeks. The improvements in fitness and skill levels ranged from 30% to 270%. At 4 months, differences between the groups diminished but remained significant, with better scores for the intervention group on some tests. Skill levels emerged as predictors of cardiovascular fitness at 4 months. Anthropometric measurements did not differ between the groups at any time point. A short, intense after-school program can produce significant, sustainable improvements in motor skill and fitness levels of young children.

In the current era, students face very complex problems in life. They can solve these problems depending on the ability to think creatively. The purpose of the research carried out was to determine the creative thinking skills of elementary school students in science learning on the water cycle material. The subjects of this study were 32 students in class V at an elementary school, in Kramatmulya District, Kuningan Regency, West Java Province. Data collection techniques carried out by using interviews and tests. The data analysis technique used is a qualitative descriptive analysis. The results of the study show that the average score associated with students' creative thinking is only about 34%. In addition, based on the results of interviews and tests, it shows that students' creative thinking is still low. The conclusion in this study is that students still have low creative thinking skills because scores on each indicator of creative thinking skills are still low.

The authors contend that increasing diversity in academic medicine, science, technology, engineering, and mathematics requires the adoption of a systematic approach to retain minority high school and college students as they navigate the scientific pipeline. Such an approach should focus on the interrelated and multilayered challenges that these students face. The authors fuse an alternative conceptualization of the scientific and technical human capital theoretical framework and the theory of social identity contingencies to offer a conceptual model for targeting the critical areas in which minority students may need additional support to continue toward careers in science. Their proposed asset bundles model is grounded in the central premise that making greater progress in recruiting and retaining minorities likely requires institutions to respond simultaneously to various social cues that signal devaluation of certain identities (e.g., gender, race, socioeconomic status). The authors define "asset bundles" as the specific sets of abilities and resources individuals develop that help them succeed in educational and professional tasks, including but not limited to science and research. The model consists of five asset bundles, each of which is supported in the research literature as a factor relevant to educational achievement and, the authors contend, may lead to improved and sustained diversity: educational endowments, science socialization, network development, family expectations, and material resources. Using this framework, they suggest possible ways of thinking about the task of achieving diversity as well as guideposts for next steps. Finally, they discuss the feasibility of implementing such an approach.

In today’s digital era teachers get a challenge to increase students' creativity and motivation by using technology as a medium. The use of e-picture strip story as a technology-based media become one of the strategies to students in English writing. Picture strip story can help students’ develop critical thinking creativity in writing to create magnificent various text. This study aims to analyze the procedures used by the researcher in implementing e-picture strip story in writing class and analyze the challenges faced by students. This study uses qualitative research as a research method. The subjects of this study were class VIII at junior high school. Data were collected using an observation checklist and an interview guide. Both data collection methods allow triangulation of data to ensure data validity. The result of the data that has been collected is the procedure carried out by the researcher is to carry out three stages, namely; pre-activity, whilst-activity, and post-activity. Then, the other findings found there are three challenges that researchers and students face, namely; time management, material resources, and classroom atmosphere.

Entrepreneurship skills are the skills of the students and they need to be flexible so that the skills are always used as well as to produce students with entrepreneurial determination. The entrepreneurship skills highlighted in this study are knowledge, creativity and social relationships. This paper aims to describe the students' entrepreneurial skills and to identify whether there is a relationship between entrepreneurial skills and entrepreneurial determination amongst secondary school students (SMKA). The study used a questionnaire as a research instrument and involved 196 students in SMKA were selected by strata process. The results of the data analyzed found that the overall level of entrepreneurship skills and entrepreneurship skills of SMKA students was at a high level. This clearly shows that SMKA students have a good level of entrepreneurial skills due to the more manageable school environment. The findings show that SMKA students also have a high commitment to become future entrepreneurs.