Developmental Competence Research Articles

Putrescine supplementation improves the developmental competence of in vitro produced bovine embryos

The aim of this study was to investigate the effect of putrescine, anti-apoptotic, antioxidant, and a cell proliferation stimulant, on embryo development and quality by supplementing it to in vitro culture medium. In this study, oocytes were obtained from the ovaries of Holstein cattle. Following maturation and fertilization, the presumptive zygotes were randomly assigned to two groups. The first group (Putrescine, n = 435) was supplemented with putrescine at a concentration of 0.5 mM to in vitro culture. The second group (n = 407) was maintained under standard culture conditions without any supplementations to the medium. Following the determination of the developmental stages of the embryos, only those in the blastocyst stage were subjected to differential staining and the cell numbers of the embryos were determined. Moreover, the TUNEL assay was employed to ascertain the extent of cell death and the apoptotic index in the embryos. Additionally, the levels of ROS were determined in the embryos. Furthermore, gene expression analyses were conducted on blastocyst-stage embryos to ascertain the potential of putrescine supplementation in embryo development along specific pathways. Following in vitro culture, the blastocyst formation rate was 44.37 % in the putrescine group and 32.97 % in the control group (P < 0.05). The counts of ICM (60.60 ± 15.79 vs 50.73 ± 16.74), TE (117.70 ± 23.67 vs 94.0 ± 22.46), and TCC (178.30 ± 26.15 vs 144.73 ± 26.86) were found to be statistically higher in blastocysts developing after putrescine supplementation compared to the control group. Furthermore, the number of apoptotic cells (7.69 ± 2.17 vs 9.96 ± 3.99) and the apoptotic index (5.07 % vs 8.01 %) were found to be lower in the putrescine group in comparison to the control group. Nevertheless, it was established that the ROS level in the control group was approximately two-fold higher than in the putrescine group (P < 0.05). The findings also revealed that putrescine up-regulated the gene expression of SOD, GPX4, CAT, BCL2, NANOG and GATA3 while simultaneously down-regulating the BAX expression level. In conclusion, the supplementation of putrescine to the culture medium during in vitro bovine embryo production was found to contribute to the improvement of embryo quality and early embryonic development.

Current Situation and Enhancement Strategies for Core Competency Development of Vocational High School Students

With the increasing demand for versatile talents in society, the development of core competencies in vocational high school students has become increasingly important. This paper aims to analyze the current state of core competencies development among vocational high school students, identify existing issues, and propose corresponding enhancement strategies. Through methods such as literature analysis, questionnaires, and interviews, this study examines the development of academic, vocational, and social competencies in vocational high school students, highlighting the current shortcomings. Based on the research findings, the paper suggests strategies for comprehensively improving students' core competencies through educational policy support, curriculum reform and innovation, professional development of teachers, school-enterprise collaboration, and support from families and society.

Planning For The Development Of Technical Competence In Land Management (Case Study At The Regional Office Of The National Land Agency, DKI Jakarta Province)

This study aims to design a development plan for technical competencies in land management, specifically within the Regional Office of the National Land Agency (BPN) DKI Jakarta Province. The complexity of land issues in urban areas like Jakarta necessitates the improvement of technical competencies among functional land administrators to ensure effective performance and service delivery. Using a qualitative research approach, data was gathered through interviews, observations, and document analysis. The research highlights the absence of a structured competency development plan for land administrators and suggests the need for tailored training programs. Findings emphasize the importance of digital literacy, land administration skills, legal expertise, and communication skills to meet the demands of modern land management. The study concludes with recommendations for competency development that aligns with organizational goals, proposing a competency framework tailored to the challenges faced in Jakarta.

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Research on Mongolian-Chinese Translation Teaching from an Interdisciplinary Perspective

In the context of globalization, translation teaching faces increasingly complex linguistic and cultural challenges. Specifically, the structural differences between Mongolian and Chinese languages and cultural barriers render traditional translation teaching methods inadequate. This study explores the theoretical foundations, teaching strategies, and implementation and optimization of Mongolian-Chinese translation teaching from an interdisciplinary perspective. By integrating theories from linguistics, cultural studies, and cognitive science, this research proposes application strategies for interdisciplinary teaching methods in Mongolian-Chinese translation, including optimized course design, teaching methods, and assessment tools. This approach not only enhances the systematic and scientific nature of translation teaching but also promotes students' cross-cultural understanding and practical translation abilities. The study indicates that future translation teaching will place greater emphasis on cross-cultural communication, multilingual competency development, and the application of technological innovations.

The Effect of Simulated Physiological Oocyte Maturation (SPOM) and L-Carnitine on Bovine Oocyte Developmental Competence

Background: Simulated Physiological Oocyte Maturation (SPOM) mimics in vitro the physiological events of oocyte maturation in the presence of cAMP modulators. These modulators increase the intracellular concentrations of cAMP, which inhibits the immediate resumption of meiosis and gives the oocyte more time to gain optimal developmental competence. In addition, L-carnitine helps to increase the energy supply of cells through the β-oxidation of fatty acids. This study aimed to investigate the effect of SPOM and L-carnitine supplementation during In Vitro Maturation (IVM) and In Vitro Culture (IVC) on the developmental competence of bovine oocytes. Methods: Ovarian Cumulus Complexes (COCs) were cultured in the presence or absence of forskolin+IBMX during the first 2 hr of IVM (pre-IVM) with or without L-carnitine (LC) during IVM or IVC in six experimental groups as follows: I) pre-IVM (pre-IVM group), II) pre-IVM with L-carnitine supplementation during IVM (pre-IVM/LC group), III) L-carnitine supplementation during IVM (IVM/LC group), IV) L-carnitine supplementation during in vitro culture (IVC/LC group), V) pre-IVM+ IVC/LC group, and VI) no treatment during IVM and IVC (Control group). The cleavage and blastocyst rates, the blastocysts’ total cells number, and the expression of Nanog, Bax, Oct4, Cdx2, and Ifnt genes in resulting blastocysts were assessed. To assess differences among experimental groups, a one-way analysis of variance was initially employed, followed by post hoc Fisher LSD. The difference between groups was considered statistically significant when p&lt;0.05. Results: The cleavage and blastocyst rates in the Pre-IVM and Pre-IVM/LC groups was higher than control group and other groups (p≤0.05) except for IVC/LC and IVM/LC groups, respectively. The number of blastocyst’s Inner Cell Mass (ICM) in pre-IVM and Pre-IVM/LC groups as well as the ratio of ICM/TE were higher than control group (p&lt;0.05). The expression of OCT4, CDX2, and IFNT increased in both the pre-IVM and pre-IVM/LC groups compared to the control group (p&lt;0.05). Conclusion: In conclusion, the application of SPOM-adapted IVM and L-carnitine during IVM of bovine oocyte improves the quantity and quality of the resulting embryos.

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

BackgroundThe development of social competencies is key for enhancing both cognitive and non-cognitive skills among students. These competencies are central to students' ability to function socially, feel included, and experience overall well-being within the school environment. Schools can play an active role in promoting and shaping these outcomes by implementing various strategies. This study presents and reports on the outcomes of a six-week social-emotional intervention program implemented by class teachers. MethodsThe pilot study employed a two-arm cluster non-randomized trial with a pretest-post-test design. The study evaluates students' social competencies as the primary outcome and social functioning, social inclusion, and school well-being as the secondary outcomes. Students in the intervention group participated in a six-week social-emotional learning intervention, attending two sessions each week, while the control classes followed the regular curriculum. ResultsData were collected from both teachers and students. Student-reported data were collected from 266 students (n = 124 girls, n = 142 boys) aged 8 to 14 (M = 9.84) and from teachers on 212 students (n = 92 girls; n = 115 boys). Results of the linear mixed model analysis showed for teacher reporting on students’ outcomes a decrease in internalizing (β = -0.85, p = 0.035) and externalizing behavior problems for students in intervention classes (β = -6.84, p = 0.020). No significant changes were observed in social-emotional competencies, social inclusion and school well-being. ConclusionAfter the social-emotional intervention program reduced internalizing and externalizing behavior problems were observed, with age moderating both outcomes. The results are consistent with previous research; however, they also suggest that the intervention could benefit from adjustments, such as a longer implementation period and follow-up evaluation. External factors such as the COVID-19 pandemic and repeated school closures at the time of the study may have impacted the results additionally.

Peningkatan Peran Pemilih Pemula dalam Penyelenggaran Pemilihan Kepala Daerah Tahun 2024

On November 27 2024, regional head elections will be held simultaneously. In the Indonesian political system, this is the first simultaneous election. In this election, based on the voter list, many novice voters were involved, namely those who were involved in voting for the first time. New voters are the future of democracy in Indonesia. Therefore, their involvement in elections is encouraged more than just voting but also being involved as election organizers. This is very important for competency development and network expansion in the future. This activity is an outreach regarding registration as an election organizer. The participants in this activity were ITSKKes Muhammadiyah Selong students. As a result of this activity, students were enthusiastic in understanding the voter registration process.

Mastering the digital frontier: Development of pedagogical use of ICT competences among student-teachers in Tanzania

This study investigated the factors influencing student-teachers’ development and use of pedagogical ICT competences in teaching and learning process. The study was guided by the Theory of Planned Behavior and the Technological Pedagogical Content Knowledge model. A descriptive research method was employed to gather quantitative data from a purposive sample of 187 third-year student-teachers from three universities in Tanzania. Data analysis included descriptive statistics and correlation analysis. The results indicated a significant positive correlation between variables related to facilitative condition factors for the development of pedagogical ICT competences. Other factors such as attitudes and expectations, operational usefulness, and social influences had positive corrections; although, they were statistically insignificant. Regarding perceived pedagogical ICT competences related to content delivery, about 74% of the respondents perceived themselves as very skilled and 25.67% as fairly skilled. In addition, competences related to incorporating ICT in instructional strategies, 58.82% of the respondents reported that they were very skilled and 34.22% said they were fairly skilled. These findings highlight the need for targeted interventions to strengthen the training on pedagogical ICT competences and promote effective technology integration in content delivery and instructional strategies.

Seeking for effectiveness of sustainability entrepreneurial education programs: A multiple case analysis

ABSTRACT The urgency of environmental challenges necessitates educational programs that equip future entrepreneurs with practical sustainability-specific skills and knowledge. Accordingly, this article compares sustainability entrepreneurial education program cases using action research at the University of California San Diego (startBlue and Innovation-CORPS [I-CORPS]) and Cranfield University (Ideas-to-Innovation and [i2i] Energy Entrepreneurship) specific to pedagogical approaches like experiential learning, transdisciplinary collaboration, community mentors, and practical examples. Findings highlight multiple achievements—underrepresented founder involvement, United Nations Sustainable Development Goal alignment, and early value development signal identification. Practically, such insights can guide educators, policymakers, and program designers in enhancing sustainability entrepreneurial education, fostering innovation, and addressing local and regional sustainability challenges through collaboration and practical applications. Also, there are actionable recommendations to facilitate knowledge, skill, and competency development with entrepreneurs, investors, and other stakeholders, thereby aiding sustainability-focused venture development, growth, and success.

Implementation of a Pedagogical Model of Ocean Citizenship: Students’ Perspective

Abstract This article evaluates the implementation of the pedagogical model by Schio and Reis (2024), aimed at promoting ocean citizenship within basic education. The evaluation is based on a pilot project from the 2021/2022 school year, which involved 543 students, aged 10 to 11, from 10 Blue Schools located along the Portuguese coast. This paper reports on phases 3 and 4 of the Design-Based Research cycle, corresponding to the implementation and evaluation phases of the pedagogical model. Preliminary results allowed us to verify the emergence of new knowledge, skills, values, critical thinking and attitudes, reflecting the development of ocean citizenship competencies among students. These outcomes affirm the model’s applicability and its potential to seamlessly integrate ocean citizenship into the basic education curriculum. However, it was observed that the activism dimension requires additional emphasis. Further testing in diverse educational settings is crucial to refine the model, adjust to local nuances and maximise its impact on nurturing future generations committed to ocean sustainability.

Development of Interprofessional Competencies Through the Process of Collaborative Clinical Reasoning: A Qualitative Study.

Effective interprofessional (IP) collaboration is essential for managing complex patient cases. Collaborative clinical reasoning (CCR) is an approach where IP teams collectively analyze and address complex clinical cases, facilitating a shared understanding of patient management. While simulation and case-based learning are established methods for fostering IP collaboration, the process by which students develop a shared mental model for patient management after a simulated home visit and how this approach promotes the development of IP competencies is unknown. Understanding this process is critical for advancing IP competences that are fundamental to case management practice. The purpose of this study was to explore students' perceptions of the CCR processes used to develop an integrated care plan following a simulated home visit. Home care and community-based practice settings. A qualitative descriptive approach was employed to explore PT and nursing student teams' perceptions of the CCR processes used to develop an integrated care plan following a simulated home visit. Written responses to five reflection questions were analyzed using conventional content analysis among n =87 physical therapy and nursing students. There were three overarching themes: clarifying roles; developing a mutual approach; embracing shared values. Students' perceptions reflected skills needed to develop IP competencies including CCR. More research is needed to explore how student teams resolve disputes and use interdisciplinary knowledge in the process of CCR. Findings highlight the importance of IP collaboration in clinical case management, emphasizing the need for case managers to facilitate clear role clarification, mutual approaches, and shared values among IP teams to enhance integrated care planning and improve patient outcomes. These insights can inform training and development programs for case managers on IP teams, promoting the adoption of CCR in practice.

Motivation, attitude, knowledge, and engagement towards the development of sustainability competencies among students of higher education: a predictive study

This quantitative research predictive study evaluates the roles of four variables in developing student sustainability competencies through a curricular intervention. We used the MAKE framework, i.e., (1) motivation, (2) attitude, (3) knowledge, and (4) engagement, to promote the sustainability competencies among students enrolled in four undergraduate courses during the semester of February to June 2022. We surveyed the students to determine the role of the MAKE framework variables in developing sustainability competencies. One hundred four students answered an online Google survey, which gathered the data we subsequently analyzed using IBM SPSS version 26 software. Linear regression statistical results confirmed that the four variables of MAKE have a significant correlation where motivation was highly associated with developing sustainability competencies of students. These findings can guide professors and university policymakers in implementing the MAKE framework to promote sustainable development education.

Managerial Strategy Facing the Challenges of Globalisation and the Digital Era

This study aims to analyse the various challenges faced by Islamic Religious Education (PAI) teachers at Junior High School (SMPN) 3 Palembang in the era of globalisation and to identify managerial innovations that can be applied to improve the quality of Islamic religious education. This study uses a qualitative approach with a case study type at SMP Negeri 3 Palembang. Data was collected by interviewing teachers and principals, observing how schools implement managerial strategies, and documenting the Learning Implementation Plan, training reports, policies, and student learning outcome data. Data validity testing with triangulation of sources and methods. Qualitative data analysis using Miles and Huberman. The results of the study show that the challenges faced by SMP Negeri 3 Palembang include challenges in the use of technology, challenges in teacher competence, and challenges in diversity. Managerial strategies begin with planning with technology training, developing teacher intrapersonal skills, and developing a progressive curriculum. Organisation with collaboration between the treasurer, school committee, and parents of students for technology development, curriculum deputy for development of teacher intrapersonal competence, and curriculum team with Islamic Religious Education teachers for integration of multicultural values. Implementing technology integration in learning, training for teacher competency development, and integrating multicultural values ​​in learning. Control with evaluation of the effectiveness of the use of learning media, evaluation of the application of learning models for teacher competency and evaluation of multicultural values ​​in teaching. Further research is recommended to explore the long-term impact of technology training and multicultural values ​​on student development and evaluate the effectiveness of new teaching methods in the context of cultural diversity in other schools.

Global Horizons: Assessing the Impact of Study Abroad Programs on Intercultural Competence Development Pre-College Technology Students

Across fields, college and university graduates are increasingly expected to perform effectively in diverse, multi-cultural work environments. Given this reality, Higher Education Institutions (HEIs) are actively designing strategies to help students develop intercultural skills. Prior research has revealed that deliberately structured study abroad programs are an effective approach to nurturing intercultural competence among graduates. Consciously designed study abroad programs can provide students with opportunities to learn and reflect on their experiences. In this study, we aim to understand the impact of a study abroad program on pre-freshmen students enrolled in a College of Technology. Using a mixed-methods design, we examined the intercultural learning gains and experiences of the participating students. The results of the study showed that studying abroad contributed significantly to the intercultural development of the students. Additionally, the study characterized the challenges faced by the students and the valuable insights they gained while interacting with people from different cultures. In summary, our findings confirmed that study abroad programs can serve as a gateway for students by equipping them with the practical skills and strategies needed to navigate the complexities of cross-cultural interactions.

Project managers’ competencies in the era of digitalization: the case of the construction industry

PurposeWith emerging technologies rapidly changing work processes, it is important to understand the skills and characteristics project managers (PMs) need to effectively manage projects in the digital era. This study determines the underlying competencies needed for digitalization among PMs in the construction industry. The study also identified the most significant competencies needed by PMs in the era of digitalization.Design/methodology/approachThe methodology adopted for the research study was quantitative. It was founded on a thorough review of pertinent literature, which went through a pilot survey study from six project management experts in the construction industry. Based on the comment and feedback, a questionnaire survey was developed and distributed to participants through a convenience sampling technique. The data retrieved were from 100 professional PMs out of 130 questionnaires distributed in the Ghanaian construction industry. Data collected were analyzed using fuzzy synthetic evaluation (FSE).FindingsBased on FSE, the three competency parameters (knowledge, skills, personal characteristics) generated significant indices indicating that all three competencies are significant among construction PMs in the digitalization era. Under the knowledge competency parameter, six sub-competencies comprising a total of 12 variables were identified. For skills, seven sub-competencies consisting of 23 variables were identified. Regarding personal attributes, six sub-competencies with 17 variables were highlighted. Under knowledge, technical knowledge was found to be the most important with an index of 4.212. For skills, leadership skills were rated highest with an index of 4.240. Regarding personal attributes, social or interpersonal skills were deemed most critical with an index of 4.199.Practical implicationsThe results provide guidance to both industry and academic stakeholders. For PMs and their employers, the study highlights priority areas for competency development and training related to the era of digitalization. It also informs educational institutions on how to structure project management curricula to best prepare students for jobs of the future. This study gives more insight into the competencies that need more attention for PMs in the digitalization era. As a result, firms that adopt the identified competency will benefit from implementing digitalization in project delivery.Originality/valueThis study makes an original contribution as one of the first to empirically investigate the competencies required of construction PMs in the construction industry in the digitalization era. By focusing on the developing country context of Ghana, the study extends knowledge to an under-researched region and market. It provides a foundation for future comparative research across diverse global contexts.

Effect of holistic reflective learning program on development of nursing students’ professional competency in geriatric clinical practice: a quasi-experimental study

BackgroundReflection is a core competency in geriatric nursing, and reflective learning is an effective approach in nursing education and pracice. An internship program is a transition course that enhances the knowledge, skills, and attitudes of aspiring nursing students in real clinical work. In geriatric clinical setting, nursing internship students require a broad understanding of professional competency that integrates reflective learning with clinical practice to deal with geriatric patient problems and equip them with the knowledge, attitudes, and skills needed to provide quality of care. However, there is a lack of studies examining the effect of holistic reflective learning on professional competency development among nursing internship students in geriatric settings.AimThis study aimed to investigate the effect of professional holistic reflective learning on professional competency development among nursing internship students caring for hospitalized older adults in medical-surgica wards.DesignThis study employed a quasi-experimental pretest–posttest design, where 160 participants were grouped into control and intervention groups. This study was conducted at two nursing schools under the Mashhad University of Medical Sciences in Iran in 2020. Baseline information was collected from both groups, followed by a pretest and follow-up assessment. The intervention group received a Blended Professional Holistic Reflective learning program, while the control group received conventional learning(undertaking professional clinical practice as a usual treatment and submitted reflective logbooks),, which included standard lectures and group discussions.MethodsParticipants were selected based on specific inclusion and exclusion criteria. The selection process was non-randomized and unblinded. The participants were equally divided, with 80 in the control group and 80 in the intervention group. Baseline data, including demographic characteristics, were collected. Pretest data were collected for both groups using the Geriatric Nursing-Specific Mini-CEX (GN-Specific Mini-Clinical Evaluation Exercise), an instrument designed to assess nursing students' professional competency in geriatric nursing practice. The intervention was delivered through a combination of in-person and online sessions over four mounts. Posttest data and follow-up, were collected similarly to the pretest. Data were analyzed using SPSS version 22, and potential confounding variables were controlled for in the analysis.ResultsThe study included a total of 160 nursing internship students, with no exclusions. At baseline, no significant differences were observed between the intervention and control groups in terms of professional competency (PC) and its dimensions, except for age, which was adjusted as a covariate in the analyses. The intervention group showed a significant improvement in PC and its various domains (communication skills, physical examination, clinical judgment, health education, professionalism, and organizational efficacy) over time. The Generalized Estimating Equation (GEE) analysis confirmed significant interaction effects between time and group for all PC dimensions (p < 0.05). Post-test comparisons revealed that the intervention group scored 2.4 points higher than the control group in overall PC (p < 0.001), with sustained improvements in the follow-up phase. Significant within-group improvements were also found across all PC dimensions for both groups from pre-test to follow-up (p < 0.05).ConclusionsThe study found that the professional holistic reflective learning program was effective in developing professional competency among nursing internship students. The blended teaching–learning approach (face-to-face and online) during workshops and geriatric clinical practice is a practical, cost-effective, and time-efficient learning program during students' clinical practice in geriatric settings. Nurse educators are recommended to implement holistic reflective learning during clinical education.

Communicative Practices and Cultural Challenges in Kurikulum Merdeka: The District Teachers’ Voice

Kurikulum Merdeka, implemented across schools in Indonesia, emphasizes the development of students' communicative competence through a more flexible and contextual approach. However, its implementation faces significant challenges, particularly due to cultural differences across regions. This study aims to explore the cultural challenges faced by district teachers and to what extend fostering students' communicative practices in line with the new curriculum demands. It includes 50 English teachers from the Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris kabupaten Gowa, or English Teachers Assembly of Gowa District, representing diverse backgrounds and experiences. Data collection included surveys (n=50) using a Likert scale questionnaire and semi-structured interviews (n=6) constructed according to Han (2022) and Lei &amp; Medwell (2022). The study reveals communicative practices show moderate implementation with meaningful communicative practices (mean=3.37), humanistic values and learner autonomy (mean=3.66), and cooperative learning (mean=3.48). The highest approval is in adopting a task-based approach (mean=4.00). Cultural challenges in contextual alignment is strongly emphasized (mean=4.18), highlighting the importance of aligning educational practices with local contexts. Recommendations include targeted professional development, promoting collaborative learning, establishing clear assessment frameworks, leveraging technology for resource sharing, and strengthening local community partnerships.

행동기준 평정척도(BARS)를 적용한 대학생 핵심역량 측정도구 개발 및 타당화 연구: D대학의 의사소통역량을 중심으로

Objectives This study attempted to develop the core competency’s measurement tool and secure its validity by focusing on the D University’s communication capabilities and applying the behaviorally anchored rating scale based on experiences or behaviors closely related to students’ university education and life. Methods This study applied appropriate research methods according to a six-step’s systematic research procedure, including core competency analysis and competency modeling, analysis of behavioral characteristics of excellent students through FGI for professors and BEI for students, development of core competency’s measurement tool through expert council, validation through expert delphi survey, pilot test and analysis, and finalizations stage of system, definition, and measurement tool. Results The research results are as follows. First, the core competency’s system and definition with a high consistent were derived through a systematic competency modeling process. Second, the behavioral characteristics of hyperformers(high-performing students) were analyzed through interview with professors and students and reflected in the behaviorally anchored rating scale. Third, the core competency’s measurement tool(draft) with a high consistent were confirmed. Fourth, a core competency measurement tool(revised version) was tentatively derived by verifying its validity through two expert delphi surveys. Fifth, a pilot test was conducted to improve effectiveness of the core competency’s measurement tool, and reliability and validity were secured. Sixth, the finalizations stage was completed, and the system, definition, and measurement tool of core competencies were confirmed. Conclusions By developing a core competency’s measurement tool based on the behaviorally anchored rating scale focusing on D University’s communication capabilities and then revealing the process of securing reliability and validity, It could play a significant role in suggesting alternative methods to objectively measure the core competencies of each university.

CONCEPT AND CHARACTERISTICS OF CUSTOMS AUTHORITIES’ COMPETENCE IN THE CONTEXT OF INNOVATIVE PROCESSES IN UKRAINIAN CUSTOMS AFFAIRS

This article analyzes the concept and characteristics of customs authorities’ competencies in Ukraine within the context of ongoing innovations in customs practices. As Ukraine pursues its Euro-integration goals — aimed at modernizing economic infrastructure, overcoming technological lag, attracting foreign investments, and enhancing international competitiveness — customs authorities play a pivotal role in ensuring the effective functioning of foreign economic activities. The focus of the article is on the necessity to modernize the competencies of customs authorities in line with global standards and to implement advanced innovative technologies, as outlined in Ukraine’s Innovation Development Strategy up to 2030. It examines the impact and significance of innovations such as the ‘Single Window’ system, ‘Smart Customs’ initiatives, pre-arrival cargo information technologies radio-frequency identification (RFID), and blockchain for enhancing customs control, management, and interactions with external partners. A central issue discussed in the article is the development of new competencies required for the effective implementation of these innovations by customs authorities. Specifically, it addresses the need to cultivate digital, intellectual, partnership, and security skills. The article also explores the effects of economic and political instability, particularly the wartime conditions in Ukraine, on the implementation of innovations in customs operations. Key challenges are identified, such as difficulties in exporting high-tech goods, granting incentives for importing innovative equipment, and applying non-tariff regulatory measures, including certification, quotas, and licensing. Recommendations are provided for improving the organizational structures of customs authorities and updating the legal and regulatory framework to adapt to modern requirements and standards. The article advocates for the development of a new, intelligent customs system that can swiftly and effectively respond to changes by employing cutting-edge digital technologies and security methods. Emphasis is placed on the importance of enhancing the qualifications of customs professionals, which is essential for the successful implementation of innovations in customs control.