Development Of Competence In Students Research Articles

Educational cluster environment as a criteria for professional competence development of students

Educational cluster environment as a criteria for professional competence development of students

Statistical Validation of the “ECODIES” Questionnaire to Measure the Digital Competence of Colombian High School Students in the Subject of Mathematics

Education in the 21st century faces the challenge of digitalization; therefore, the acquisition and development of digital skills in students is indispensable, not only for their learning processes but also for their lives. This study aims to validate the test “ECODIES”, which was used to assess the level of development of digital competence in students in a public high school in Bogotá (Colombia). The test is based on the DigCom model and was administered to a sample of 777 students aged between 11 and 18. The results obtained in the exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis show the quality of the test. Therefore, in this study it is concluded that “ECODIES” is a test with the reliability and validity to assess digital competence in the Colombian context; in this way, we hope to gain enough research about this topic to contribute to the development of digital competence in Colombian students. We conducted an instrumental study for the analysis of the psychometric properties of the questionnaire.

Teachers’ Perspectives on Innovative and Interactive Teaching Methods: Perspective of Mobile Learning

This study aims to reflect teachers' perspectives on the use of innovative and interactive teaching methods (mobile learning and others) and to present the importance of the application of modern teaching methods by first-level teachers (grades 1-5) and second-level teachers (grades 6-9), in the development of student competencies. The research includes the Anamorava Region in Kosovo which covers an area of ​​650 km2 and has about 200,000 inhabitants. Quantitative methods were used to research this issue, while Likert scale questionnaires were used as a tool for measuring teachers' thoughts and attitudes. The research sample consists of 97 teachers working with first and second-level students. The results show that teachers do not use a variety of methods while a number of them state that teaching methods are always in coherence with the age and skills of students. A small number of teachers pay special attention to students' prior knowledge. Based on the general data from the research, I have noticed that teachers do not practice enough modern teaching methods to develop students' competencies and promote their activity and creativity.

Project-Based STEM Learning Using Educational Robotics as the Development of Student Problem-Solving Competence

The study focuses on teaching students using educational robots in the field of STEM. The study focused on the influence of project-based teaching on the development of student competences, especially problem-solving competences. The research part of the study describes the conducted pedagogical experiment—teaching pupils the programming of educational robots. The experiment compared two groups of students in the 8th grade of elementary school, using the “Skills for Life” test, which is used to test student competencies. Project-based teaching in STEM fields using educational robotics is very popular among students and, according to research results, has an impact on the development of student competencies. The results of the presented study clearly demonstrate the positive influence of project-based teaching using educational robots on the development of student competencies, especially the important key competencies for solving problems. The key competence to solve problems is applicable both in the areas of STEM education, but also in the everyday life of the student.

MEASURING LEGAL COMPETENCE OF HIGHER EDUCATION STUDENTS IN THE SPECIALTY "SOCIAL WORK"

The set of criteria, indicators, and levels of development of legal competence in students of the "Social Work" specialty, which is presented in the article, is a necessary condition and starting stage when organizing the process of measuring this component of general professional competence. To implement measurement and reflection on this basis of the development state of students' legal competence, the following assessment criteria were selected: value-motivational and cognitive-reflective. Each of them contains important content and technological aspects of legal competence development in future specialists. For the practical implementation of measurement tools, we defined such indicators as: students' legal awareness, their motivation to carry out professional and legal activities, their ability to reflect on the level of awareness in the legal field; these indicators are also related to the conditions for the implementation of effective human rights protection activities. The development degree of each indicator characterizes the level of legal competence formation (beginner, average, sufficient, high), the definition of which is an important component of the diagnostic stage of scientific research. According to the results of the measurement conducted with students of the "Social Work" specialization, we observed a predominant manifestation of high and sufficient development levels of legal competence in students. This is evidenced by their persistent interest and focus on work in the field of social and legal protection, interest in performing complex tasks in legal and professional activities, readiness for timely and competent resolution of social and legal issues, ability to consciously predict their actions, perform self-analysis and self-evaluation. In addition, the conducted measurement revealed a number of factors that need further study and detailing of their impact on the development of legal competence in higher education students: ­ the personal significance of emotional assessment of a professional or real life situation as opposed to a justified and legal assessment; ­ determinism of the phenomena of "we-responsibility" and "I-responsibility"; ­ multidisciplinary discourse on the development of the educational process of higher education, aimed at building the legal culture of students; ­ the role of soft skills as factors of continuous professional and personal growth of social work graduates.

Methodical Approaches to Intercultural Education in Confessional Religious Education in the Republic of Croatia

After many years of neglecting the religious dimension within intercultural education, today there is a broad consensus in Europe that religious education represents an important dimension in the intercultural education of young people. Awareness of the connection between intercultural and interreligious learning is becoming increasingly stronger and more present. One of the important questions related to intercultural education in general, and especially to the religious dimension of that education, relates to the qualification of the confessional religious education teachers with regard to the achievement of intercultural goals and especially the qualification to develop intercultural competence in students. This paper consists of two parts. The theoretical part elaborates on issues related to the development of intercultural competence in confessional religious education. The second part presents some of the results of the quantitative research (descriptive statistics methods were used), which was carried out in the Republic of Croatia and aimed to examine the attitudes and opinions of religious education teachers regarding the necessary intercultural competence for work in schools. The results have revealed that religious education teachers highly value the development of intercultural competence in students, as well as great motivation and openness of religious education teachers of confessional classes for the development of intercultural education. At the same time, they point to the relative scarcity of methods within religious teaching that promote intercultural and interreligious learning.

Developing reflective dialogue educational approach using the Moodle distance learning platform

ABSTRACT Modern education is a rapidly developing field of social practice. Requirements for the professional skills of future specialists are being developed; mechanisms are being created that stimulate improving the quality of education. This research is aimed to identify the level of students’ reflective competencies with the formation of a distance curriculum within the Moodle platform. The study sample consisted of 71 psychology students from Kazakh universities: Toraighyrov University, NJSC, Pavlodar Pedagogical University, NJSC, and L.N. Gumilyov Eurasian National University. The reflective competencies were measured using a diagnostic map based on the “Method for determining the individual measure of reflection” (A.V. Karpov, V.V. Ponomareva). The test for reliability and validity was justified: the calculation showed a good value for the internal consistency of the diagnostic map: α = 0.887 in the experimental group and α = 0.822 in the control group. The findings show a significant improvement in the reflection level: from predominantly middle to high in the experimental group. More than half of the experimental group and one-fifth of the control group improved their reflective skills. This paper has a practical value: further investigation of education digitalization’s impact on the development of reflective competencies in students from other regions.

IMPLICATIONS OF DHARMAGITA LEARNING TOWARDS THE DEVELOPMENT OF STUDENTS' COMPETENCIES AT PASANTIAN WIRAMA SANTI SASMITA KAPAL VILLAGE MENGWI BADUNG

Dharmagita are sacred songs that specifically contain dharma values and are used to accompany Hindu religious ceremonies. Badung is one of the regencies in Bali Province which is quite intense in developing community skills for Dharmagita, one of is through Pasantian Wirama Santi Sasmita. Regarding on that, researchers are interested in studying further the implications of Dharmagita learning for students at the Pasantian Wirama Santi Sasmita, Desa Adat Kapal, Mengwi District, Badung Regency, by studying in depth and specifically the implications of implementing Dharmagita at Pasantian Wirama Santi Sasmita on the development of student competencies both in the realm of spiritual and social attitudes (affective), knowledge (cognitive), and also skills (psychomotor). To solve the formulation of the problem, the type of research used in this research was descriptive qualitative research, with a phenomenological approach. The results of this study indicated that the implications of implementing Dharmagita at Pasantian Wirama Santi Sasmita consist of implications for participants which describe strengthening spiritual attitudes, developing social attitudes, increasing knowledge, and developing skills (psychomotor).

Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model.

With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.

Three Pillars of Communicative Competence

The main point of view demonstrated in the present paper is to express criticism to those program of foreign language studies which still rely on the traditional approach to language education and favor the development of linguistic competence in students. Harmonious functioning of the contemporary world depends, to much extent, on human coexistence and communication both on the micro and macro scale. In the case of the macro scale contacts, the English language has been sanctioned an international means of communication. The examination of the Internet resources with reference to higher education language programs of studies as well as programs offered by some language schools, shows that the teaching/learning process is mainly concentrated on developing students’ linguistic competence. The Polish reality of practical English application in a variety of situations shows that the language user’s knowledge, when limited to the linguistic sphere only, is not sufficient. Therefore, the aim of the present paper is to turn the reader’s attention to the need of verification of educational policy, adopted by many higher education institutions, and expand the offered programs of studies by courses directing the teaching/learning process at the functional approach. Hence, the suggested in the present discussion approach would rely on giving priority to the development of communicative competence, instead of linguistic. Therefore, in the course of the discussion there appears a suggestion of designing an optimal program of studies in the form of “trivium” based on three pillars: comparative studies, discourse analysis, and translation studies.

Model of the Independent Learning Campus Internal Quality Assurance System Program based on Artificial Intelligence

Research on models of internal quality assurance systems in tertiary institutions online and digitally based on artificial intelligence in supporting the Merdeka Learning Campus Merdeka program in accordance with the cycle of determination, implementation, evaluation, control and improvement. The system is supported by an artificial intelligence approach to determine the implementation and achievement of the Merdeka Learning Campus Merdeka standard and to help universities detect early the impact of the implementation of Merdeka Learning Kampus Merdeka on the development of student competence. The implementation of the Merdeka Learning Campus Merdeka program is recorded in a database with cycles of Determination, Implementation, Evaluation, Control and Improvement to analyze compliance with the establishment, implementation, evaluation, control and improvement of standards for one cycle each year. At the evaluation stage, standard achievement will be produced whether it exceeds, is achieved or deviates to be followed up at the control and improvement stage. With this application, it helps tertiary institutions carry out the standards for the Merdeka Learning Campus Merdeka program standards to be carried out and developed according to the cycle of Determination, Implementation, Evaluation, Control and Improvement

Undergraduate Supervised Clinical Practicum Activities: An Enlightening Exploration.

Clinical nursing practice is the hallmark of nursing education providing for the application of nursing knowledge to the care of patients in a contextual clinical environment. There is no universal method for educating students in the clinical arena. The literature has been limited to the evaluation of clinical education models and student perceptions of learning; however, there is a gap in the literature regarding the daily clinical activities of faculty and students. This exploratory descriptive study examined the explicit undertakings of a clinical day among faculty and students in the southeastern United States. Responses from 61 survey participants described detailed activities of a clinical day including preclinical preparation, prebriefing, student and faculty clinical activities, and postconference structure. This foundational knowledge provides insight for improving clinical education with the goal of educators connecting clinical activities to the development of student competencies. [J Nurs Educ. 2022;61(10):591-593.].

WhatsApp as a University Tutoring Resource

Tutoring, as a process of accompaniment of university students, has among its purposes identification of and reflection on the various difficulties that can interfere in the development of student competencies. To the same end, the present research explores the possibility of using WhatsApp as a tutoring resource in universities, with an emphasis on identifying and reflecting on the academic, personal, and family problems of students. This case study uses a quasi-experimental approach with a treatment group and a control group intentionally selected at the Escuela Profesional de Educación Secundaria de la Universidad Nacional del Altiplano de Puno, Peru, during the first semester of the 2020 academic year. Data were collected using semi-structured interview guides and individual tutoring cards. The results show that this technological resource improved the university tutoring service among the students in the experimental group. It proved more flexible and attractive to students, who were motivated to externalize and reflect on their personal, family, and academic difficulties and showed increased openness to receiving help in problem solving them. On the other hand, student participation was less active in the control group. These findings affirm that WhatsApp is a resource that can allow more spontaneous and friendly communication between tutors and students, creating a context conducive to achieving the objectives of university tutoring.

DEVELOPMENT OF ALGORITHMIC COMPETENCE OF STUDENTS IN MATHEMATICS LESSONS USING INFORMATION AND COMMUNICATION TECHNOLOGIES

This article provides a brief overview οf scientific works, the authors of which conduct research in the field οf educatiοn aimed at developing the algorithmic competence of students in teaching mathematics. The main οbjective of the study is to show the importance of developing students' algorithmic competence with the help of infοrmation and cοmmunication technοlogies (ICT). And also, the concept and formation of algorithmic competence in mathematics classes through ICT is considered. A detailed solution of the problem with the development of an algorithm is described. The proposed model for solving problems in mathematics will be useful for the development of mathematical literacy of students and literacy of students in the field of ICT. The elements of the author's methodology of teaching the subject "mathematical literacy" using the algorithmization of the educational process are presented. The proposed teaching method cοntributes tο the develοpment of intuition, logic in students, students are not afraid to make mistakes, expressing their answer, their pοint οf view. The idea is substantiated that the development of algorithmic competence in students in mathematics lessons through ICT remains relevant today, as this is emphasized by international studies under the PISA program (Prοgramme fοr International Student Assessment), which assesses mathematical literacy and literacy in the field οf infοrmation and cοmmunication technolοgies. The ability tο create, apply and transfοrm signs and symbοls, mοdels and schemes tο sοlve educatiοnal, cοgnitive and practical prοblems, as well as evaluate the results οbtained is a necessity fοr the digitalization οf mοdern life.

Levers of Change: How to Help Build the Public Health Workforce of the Future.

Public health leaders are working to rebuild the US public health workforce. Master of Public Health (MPH) programs have a stake in this, given their role in educating and training public health practitioners. Over the last 10 years, MPH programs have implemented changes to program structure, content, and approach, but workforce gaps persist. This study sought to explore the factors that inform and influence MPH program design and changes they make in order to elucidate how MPH programs may be further engaged to help address current and future public health workforce needs. Sequential mixed-methods study. US MPH programs accredited by the Council on Education for Public Health (CEPH), and applicants approved to seek accreditation. In total, 115 representatives representing at least 43% of the 215 accredited/applicant MPH programs in the United States. Factors that inform and influence programmatic and curricular changes within MPH programs. The shifts that MPH programs have made to program focus and the approaches used to support student competence development are influenced by individual, programmatic, institutional, and national factors, including faculty and staff background, access to resources, program team/faculty culture, access to resources, program placement, university priorities, and national policies. Most influential in catalyzing changes made by MPH programs between 2015 and 2020 were CEPH MPH accreditation standards, feedback from interested parties, learning best practices, university initiatives, and access to resources including funding and faculty. Identified factors served as facilitators and/or as barriers, depending on the context. There are multiple levers at different levels that may be utilized by national public health leaders, university administrators, and program constituents to effect change within MPH programs, helping them to be even better positioned to help address public health workforce needs of today and tomorrow.

Jaringan Syaraf Tiruan dengan Algoritma Backpropagation dalam Memprediksi Hasil Asesmen Nasional Berbasis Komputer (ANBK) SMP Se Kota Sawahlunto

Abstract
 The National Computer-Based Assessment for SMP level is a quality assessment program for all SMP level schools. This has only been simulated in 2019 and in 2021 this is the first stage of testing. Adaptation to ANBK needs to be done quickly so that the School Quality Score becomes good from time to time and the main goal of the education unit, namely the development of student competence and character, is achieved. Finding a solution to improve the quality of SMP in Sawahlunto City based on ANBK using ANN with Backpropagation Algorithm. The data used in this study was sourced from the Education Office of Sawahlunto City where as many as 11 schools participated in ANBK at the junior high school level. Based on the 2021 ANBK simulation data, the results obtained are above the minimum competency of 11 schools. Furthermore, the data is processed using Matlab software. The processing implementation involves four input variables (reading literacy, numeracy, character survey and learning environment survey). Of the 33 data tested using variations of test data and training data, which are then processed using variations in the learning rate and number of epoch parameters. From the test results obtained the level of accuracy of pattern recognition on the backpropagation method with a learning rate variation of 0.2 and the number of epochs 1000. The results of testing this method are as many as 11 junior high schools that have passed. So that the level of accuracy is 99,9987%. The prediction results of ANBK SMP in Sawahlunto City can already describe the quality of education in SMP in Sawahlunto City. With an achievement level above the district/city average of 36.36%, it can become accurate information to improve the quality of teaching and learning and improve student achievement.
 
 Keywords: Artificial Neural Networks; Backpropagation; ANBK; Computer-Based National Assessment; Student;
 Education.

Teachers’ perspectives on innovative and interactive teaching methods

This study aims to reflect teachers' perspectives on the use of innovative and interactive teaching methods and to present the importance of the application of modern teaching methods by first-level teachers (grades 1-5) and second-level teachers (grades 6-9), in the development of student competencies. The research includes the Anamorava Region in Kosovo which covers an area of ​​650 km2 and has about 200,000 inhabitants. Quantitative methods were used to research this issue, while Likert scale questionnaires were used as a tool for measuring teachers' thoughts and attitudes. The research sample consists of 97 teachers working with first and second-level students. The results show that teachers do not use a variety of methods while a number of them state that teaching methods are always in coherence with the age and skills of students. A small number of teachers pay special attention to students' prior knowledge. Based on the general data from the research, I have noticed that teachers do not practice enough modern teaching methods to develop students' competencies and promote their activity and creativity.
 
 Keywords: Contemporary methods, perceptions, student activities, competencies, technology

Formation of socio-cultural competencies in students

The article deals with the problem of the formation and development of socio-cultural competencies in students. The author presents the methods and techniques used in the framework of secondary vocational education. The article discusses the main interactive methods of conducting classes, which allow to form the constituent components of socio-cultural competencies in the best way.

Korelasi Media Dan Sumber Pembelajaran Dalam Implementasi Kurikulum Merdeka

The independent curriculum is a simpler and more in-depth curriculum that focuses on essential material and the development of student competencies in its phases. Deep learning is unhurried and fun. Learning through project activities provides broad opportunities for educators and students to explore and discuss actual materials and issues such as the environment, health, technology and others so as to develop the potential character of students. In implementing an independent curriculum, of course, media and learning resources are an important part. Because with relevant learning resources and learning media, it is possible for educational units to optimize the selection of an independent curriculum in the educational process. Educators and learning media are interrelated to provide easy learning for students. Individual attention and guidance can be carried out by educators properly while information can be presented clearly, interestingly and thoroughly by media and learning resources.

The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment

ObjectivesDental graduates must graduate with high levels of clinical skills. Education in the clinical environment needs to be more than didactic supervision of practice by clinical teachers. Appropriate feedback in this context, is therefore critical to the development of student competence and confidence. This study was conducted to enhance and develop the assessment and feedback processes during clinical sessions in a Dental University Hospital in an effort to contribute to the development of students’ self-assessment skills, reflective ability and clinical competence.MethodsA new evidence-based model of feedback was introduced between clinical teachers and dental students. The implementation of this model was evaluated by students through a survey and focus groups. Descriptive and inferential statistics were applied to the quantitative data, while thematic analysis applied to the qualitative data.ResultsFindings from the survey indicated that students perceived the new model of feedback to be a positive addition to their learning experiences. The majority indicated a preference to continue using it. Quantitative analysis also demonstrated that students placed a high value on the feedback they received through the new model and associated it with improved individual performance. Five themes generated from the qualitative analysis echoed the perception that the model of feedback enhanced learning opportunities, especially when it was focused on individual performance and incorporated peer feedback. Students’ preferences in relation to feedback processes were also gleamed from quantitative and qualitative analyses, that is, provision of positive and constructive feedback, both in dialogue and in written formats, delivered during and after each clinical session and addressing their individual competency learning goals for the future. Some challenges to be addressed were also identified (e.g., time constraints, inter-personal issues, and non-conducive environments).ConclusionsFeedback is central to learning and remains a complex and challenging area. By adopting effective and evidence-based feedback practices through the introduction of a feedback model, students can be supported in regulating their own learning in the clinical learning environment.