Competence Of University Students Research Articles

Critical Thinking and Digital Competence in College Students: A Cross-Sectional Study

This research explores the intricate relationship between critical thinking and the cultivation of essential skills, competencies, and knowledge crucial for effective learning and digital fluency among university students. The backdrop of health emergencies has thrust students into unfamiliar terrain, necessitating the discernment of valuable information from the superfluous within the digital landscape. This study, specifically focusing on students enrolled at a university in northern Peru, adopts a non-experimental, correlational, and cross-sectional research design. The sample, selected through a non-probabilistic method, comprises 218 students. The survey instrument used encompasses 30 questions related to critical thinking and 25 questions concerning digital competence, each offering response options on a 4- to 5-point scale. A comprehensive analysis encompassed both the substantive and dialogic dimensions of critical thinking, and within digital competence, the dimensions included learning, informational, communicative, digital, and technological cultures. The findings underscore a remarkably high level of positive correlation between these variables (0.96). In summary, digital competence emerges as a complementary pillar that reinforces and fosters critical thinking within the realm of lifelong learning.

Digital Competence in University Students: A Comparison between Spain and Italy

Digital competence today is one of the key competences for the development of people in society and a special relevance in Higher Education. This study presents a comparison between university students from Spain and Italy on the level of competence in the use of ICT and the Internet to search and process information. A quantitative methodology was used, through which university students from Italy and Spain were asked to fill in a questionnaire on digital competence (n = 686). The results confirm that students have a digital competence that allows them to use ICT in its elementary dimensions, however they have a low digital competence for the design and creation of content, so they have a consumer role compared to that of a prosumer. The last part of the study discussed possible explanations for the study's findings and suggestions for improving the education of college students.

A scale for assessing nursing students' emotional competence: A validation study

BackgroundThe wellbeing of nursing professionals can be affected by emotionally challenging situations. Emotional intelligence (EI) is a recognised ability to manage stress, reduce work overload, and improve clinical relationships and decision making. Therefore, these emotional skills should be identified and developed throughout nursing education. ObjectivesThe aim of this study is to create an observer-based emotional measurement tool to assess the level of emotional skills in university students. DesignThis is a cross-sectional study. SettingComplutense University in Madrid, Spain. ParticipantsA total of 415 first- and fourth-year nursing students participated. MethodsThe Situational Emotional Response Scale (ERES) is a questionnaire for observing emotional competence in nursing practice. It underwent content validation using the Delphi method with 6 experts, resulting in a final version of 34 items. Focus group sessions were conducted with nursing students to ensure readability and appropriateness. Participants completed the ERES after viewing two clinical interaction videos, resulting in two sets of responses. Half of the responses were used for exploratory factor analysis (EFA) and half for confirmatory factor analysis (CFA). ResultsA total of 415 nursing students participated in the study. Four factors were extracted, explaining 55.1 % of the variance. The CFA was conducted with 208 students, yielding a total of 4 factors and a variance of 55.1 %. The internal consistency of the scale was high, with Cronbach's α and McDonald's ω coefficients of 0.947 and 0.949, respectively. Test-retest reliability showed a moderate intra-class correlation coefficient of 0.604 (95 % CI: 0.503–0.688) over a 15-day interval. ConclusionsThe ERES questionnaire is well grounded in the theoretical framework of emotional competence as manifested in clinical practice. The empirical evidence provided by this study suggests that the ERES is a reliable, valid, useful, and innovative instrument for measuring emotional competence in university students.

Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students

In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students’ overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers’ and learners’ lives.

Basic digital competences of university students before and during the COVID-19 pandemic

The objective of this study was to compare the digital competences of university students before and during the COVID-19 pandemic, and to determine the impact of internet use on these competences, specifically those related to social communication, collaborative learning, as well as information searching and processing. The sample comprised 415 Spanish students who began university studies between 2019 and 2022. The instrument used was the COBADI. The results indicate an increase in internet use to talk with friends in social networks and work with classmates, such as in collaborative homework. In terms of digital competences during the pandemic, there was an increase in competences related to social communication, collaborative learning, and information searching and processing. The study also found that academic and recreational internet use predicted basic digital competences, as determined by a MANCOVA analysis. The role of the pandemic context in increasing basic digital competences in university students is discussed.

Assessment of Research Competences in University Students from the Peruvian Amazon: A Cross-Sectional Study

Objective: In the university context, research competences acquire a transcendental role for the integral development of students and the advancement of knowledge in all academic disciplines. Therefore, the objective of the present research was to evaluate the research competences of students of the Peruvian Amazon universities who attend the ninth and tenth semester.   Method: The investigation was developed under a quantitative approach; the design was non-experimental and the type was cross-sectional descriptive. The sample was made up of 135 students to whom the Research Competences Questionnaire was administered, an instrument with an adequate level of validity and reliability.   Results: According to the results, the level of development of the research competences of 43.7% of students were low, of 37% was medium, while 19.3% was high. Likewise, the organizational competences, communicational competences and collaborative competences dimensions were also valued at a low level. On the other hand, it was found that the level of research competencies was significantly associated with the semester of study in which the students were (p<0.05).   Conclusions: It was concluded that the level of development of the research competences that characterized students was low. Therefore, it is recommended that the competent university authorities promote a culture of research in the academic environment and provide specific research training programs.

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study.

The use of online teaching mode has grown rapidly in recent years, particularly under the COVID-19 pandemic. To promote the learning motivation of students and teaching effectiveness, development of attractive online teaching material such as videos is important. In the present study, we developed 15 theory-related videos and 9 case-based videos in the context of a leadership course focusing on psychological well-being and psychosocial competence. Using a qualitative research methodology via focus groups (N = 48 students) to evaluate these videos, six themes emerged from the data, including video arrangement, design of videos, content of videos, benefits to students' pre-lesson self-learning, benefits to students' learning of course content, and contribution to students' class participation. The findings suggest that the videos can elicit positive perceptions of the students in a flipped classroom arrangement. Students also benefit from the videos in terms of their understanding of course content and their participation in class discussion. Besides, the study suggests that the videos promote the learning efficiency of the students. The present qualitative findings concurred with the previous quantitative findings, suggesting the value of using virtual teaching and learning to promote psychosocial competence in university students.

Gender differences in factors related to eating competence in college students: Weight-and-body shame and guilt, weight satisfaction, weight loss effort, and eating disorder risk

PurposeThis study aimed to determine which weight-and-body-related attitudes and behaviors were most predictive of Eating Competence (EC) in college students amidst COVID-19, according to gender. MethodsThis cross-sectional study was part of a larger study in which an online survey was administered during autumn quarter 2020 to undergraduate students at a northwestern U.S. public university. Measures included EC (ecSI 2.0™), weight-and-body shame and/or guilt (WEBSG), weight satisfaction, current weight loss effort, and eating disorder risk. ResultsOf the 1996 respondents included in the final analyses, 40.2 % were eating competent (ecSI 2.0™ ≥32). Gender distribution was 71.6 % women, 23.1 % men, and 4.6 % trans-and-gender non-conforming (TGNC). WEBSG and WEB-S were higher in women and TGNC than in men. Weight satisfaction was lower in women and TGNC students than men, and 47.3 % of the sample was trying to lose weight at the time of the study. Eating disorder (ED) risk was prevalent with nearly 34 % scoring ≥2 on SCOFF and 33 % reporting they saw themselves as having an ED now or in the past. Significant factors of EC varied for each gender, although WEB-S was a shared model factor for all genders. ConclusionEC may be protective, as this was related to less WEB-S in all genders; less WEB-G and greater weight satisfaction in men and women; and lower likelihood of ED risk and trying to lose weight among women. Further research is needed to elucidate whether these maladaptive weight-and-body attitudes and behaviors in college students can be improved to increase EC. Level of evidenceLevel V, descriptive cross-sectional study.

Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of University Students

Just as technology has entered every aspect of our lives today, it has significantly changed the fields of art and graphic design as well. Developing technologies and new teaching approaches have also affected fine arts education and therefore the students studying in this field. The aim of this study is to examine the Technological Pedagogical and Content Knowledge (TPACK) competencies of students studying at the Faculty of Fine Arts. The study, which was conducted with the survey model, was conducted with the participation of 212 students studying at the Faculty of Fine Arts of Necmettin Erbakan University and Selçuk University in the 2022-2023 academic year. According to the findings of the study, the TPACK competencies of the students of the Faculty of Fine Arts are at medium level. The technological knowledge of the participant students differs according to their gender. The technological knowledge of male students was found to be significantly higher. In the study, TPACK competencies of the students showed significant differences according to their grade and achievement levels. Students in 3rd and 4th grades were found to have high TPACK competence compared to students in lower grades. Again, students with high achievement level obtained high TPACK scores compared to their middle and low achieving peers.

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

PurposeThe aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.Design/methodology/approachA conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.FindingsStrategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.Practical implicationsThis study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.Social implicationsPhysical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.Originality/valueThis document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

대학생의 내현적자기애가 대인관계에 미치는 영향

The purpose of this study was to investigate the mediating effects of rejection sensitivity and unconditional self-acceptance between covert narcissism and interpersonal competence in college students. For the study, an self-report survey consisting of Covert Narcissism Scale, Rejection Sensitivity Questionnaire, Unconditional Self-Acceptance Scale and Interpersonal Competence in Peer Relationship was conducted on 483 university students. The results were as follows: First, covert narcissism has a negative correlation with interpersonal competence, and unconditional self-acceptance and has a positive correlation with rejection sensitivity. Second, it was found that rejection sensitivity and unconditional self-acceptance mediated the relationship between covert narcissism and interpersonal competence. The limitation of the study was also discussed along with suggestions for the future research.

Generic Competences in University Students from Barranquilla, Colombia

Study describes the level of importance and development of _generic competences_ from the perception of a group of students of higher education in the city of Barranquilla (Colombia). According to Wattiez Franco (2007, cited in Beneitone et al., 2007), competences are the capabilities that every human being requires to resolve life situations efficiently and autonomously; not only the _how-to_ to solve problems, but the knowledge that allows an individual to be part —as a person— of a complex, changing and competitive world. Competences are divided into three categories: basic, generic and specific. The _generic competences_ are the general knowledge, skills and abilities that any graduate student must have before entering the job market. The generic competences discussed here (mathematical and quantitative thinking, communication in a second language and commitment to the environment) are addressed from the perspective of the _Alfa Tuning Latin America Project_ and the guidelines of the National Ministry of Education of Colombia. The study allowed the researchers to understand how undergraduate students of last semesters are facing profound transformations due to the challenges of the current Knowledge Society, and how they consider generic competences as “highly valuable”; but, at same time, it shows the academic struggles they face to develop these same competences.

The formation of digital competence by means of information and communication technologies among students of higher education

The increasing digitalization in all spheres of human activity demands the improvement of digital competence in the educational field. This article examines how information and communication technologies (ICT) can help form the digital competence of higher education students, enhancing their skills in everyday, professional, and educational activities. The study focuses on the development of digital competence in university students through the use of ICT. The objective is to create an effective policy for the development of students' digital competence through the use of information technologies applicable in the educational process. The study's methodology includes outlining the key principles of digital competence, the current state of digital skills development, and the existing means for their development, as well as analyzing the organization of the educational process with the support of ICT. The findings of the study can be used to develop internal policies in universities, improve the skills of teaching staff, and allocate additional time to disciplines requiring attention to the study of digital tools applicable in practice.

Comparative Analysis of Entrepreneurial Competencies Development among University Students

The article presents the results of an empirical study aimed at a comparative analysis of the level of students’ entrepreneurial competencies of various forms of education (full-time, parttime, correspondence courses forms). The sample included 564 students of Ural State University of Economics (Yekaterinburg) and Omsk State University named after F.M. Dostoevsky (Omsk) of non-core areas of training. Empirical data were collected using an online survey and the method of narrative essays. The data obtained were interpreted and processed using qualitative and quantitative analysis methods, including descriptive statistics, correlation analysis (Pearson correlation coefficient, R), one-factor analysis of variance, factor analysis and qualitative analysis of student histories. The conducted research makes it possible to assess the differences in the level of assessed competencies of students depending on the form of study, to determine the correlation of the presence of entrepreneurial intentions and assessments of students’ entrepreneurial competencies, as well as to analyze the attitude of students to the importance of the formation of entrepreneurial competencies at the university. As a result, statistically significant differences in the values of indicators of competence development by the factor of the education form by university students were revealed. Based on the data obtained on the research issues, the authors actualize the importance of attention to the development of entrepreneurial intentions and competencies of university students in non-core areas of training, including through the introduction of special disciplines into the curricula, which can become one of the predictors of the economic and social well-being of the country.

Internationalization at Home and the Development of Intercultural Competence. Belgian University Students’ Views

This study contributes to the literature studying Internationalization at Home (IaH) as a way to develop intercultural competence in university students. It investigates how a group of students studying at Belgium’s oldest (°1425) and largest mainly white university perceive intercultural competence and their university’s initiatives to promote its development among local students. The results gained from the thematic analysis of 53 semi-structured interviews show that students’ conceptualizations of intercultural competence validate theoretical frameworks and definitions. Also, although students are mainly supportive of their university’s IaH initiatives they also suggest interesting ways to better support students in acquiring intercultural competence.

Enseñanza de discursos míticos para el desarrollo de la comprensión lectora de los estudiantes universitarios

The objective of this research is to propose the teaching of mythical discourse as a strategy to develop reading comprehension in university students, considering that the culture reflected in myths contributes to cultural identity. 10 myths are presented. The work is pertinent given the need to develop the categories of reading competence in university students, who are dependent readers in basic informative, documentary and numerical texts and deficient in literary, humanistic and scientific texts.

Gamification with Scratch or App Inventor in Higher Education: A Systematic Review

Programming skills should be taught and developed; Scratch and App Inventor are two tools that can contribute significantly to developing this competence in university students. This study aims to investigate the use and effect of the programming language Scratch and App Inventor on the development of skills and competencies for learning (autonomy, attention, motivation, critical thinking, creative thinking, computational thinking, communication, problem solving and social interaction) in higher education. To achieve this goal, a systematic review of articles in English and Spanish was carried out using the PRISMA statement (research publication guidelines designed to improve the integrity of systematic review and meta-analysis reports). A search for studies was conducted in the Web of Science (WOS), Dialnet, and SCOPUS. A total of 405 papers were analyzed, of which 11 were finally selected. The results showed that both Scratch and App Inventor favor the development of skills and competencies for learning in the context of higher education, despite being underutilized strategies that all knowledge disciplines should promote.

Formative Research to Strengthen Enquiry Competence in University Students

The purpose of the study was to demonstrate the effectiveness of formative research in strengthening enquiry competence in university students. In this sense, a single-group design with pre-test and post-test was used, with a purposive sample of 102 subjects. The instrument used was a rubric, characterised by very high valuations, in terms of validity criteria (0.917) and reliability (0.869). The results obtained exceeded expectations, which were corroborated by the Wilcoxon statistical test; since the theoretical significance α = 0.05 is superlative, when compared to the observed significance, Sig.=000; consequently, the null hypothesis was categorically rejected. In short, the proposal, consisting of five stages: sensitisation, adoption, interaction, evaluation and confrontation, proved its effectiveness in the enhancement of investigative knowledge, such as the problematisation-theorisation-checking of reality. Undoubtedly, great advances in initial training that have an impact not only in raising the quality of scientific production, but also in making sustainable the development of research skills for subsequent performance in the professional field and for improving quality in universities.

Мобильные технологии в развитии межкультурной компетенции студентов-международников в рамках занятий по иностранному языку

This article provides qualitative and quantitative data to establish the effectiveness of virtual tools as a means of developing intercultural competence in students of international relations at foreign language classes. Intercultural competence is known to be crucial for this field of studies. However, no teaching technologies exist for its development at foreign language classes, and available research publications on this issue fail to take into account the current state and mechanisms of global communication. The empirical part of this study involved a survey of students of international relations during the first term of 2021–2022. The author compared their performance in class and during extracurricular activities, where they had to maintain an English blog. A total of 93 second- and third-year students (experimental + control groups) took part in the trial training, and 50 people (28 students, 22 teachers) participated in the independent assessment of the technology. The blog operating process was divided according to types of virtual intercultural communication (oral-written, mixed, and oral) and followed the academic program. The independent assessment was performed by academic staff and students who didn't participate in the experiment, but were able to observe. They unanimously approved of the new technology and defined the prospects of its further implementation. Blogging in a foreign language proved to be an efficient technology for developing intercultural competence in university students majoring in international relations.

Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population.