Competence In Education Research Articles

SURVEYING METHODOLOGICAL COMPETENCE IN COMPUTER SCIENCE: IMPLICATIONS FOR PROFESSIONAL GROWTH

In the contemporary landscape, characterized by widespread informatization, including in education, there is a growing need for both fundamental and applied training in leveraging information and communication technologies (ICT). This article explores how enhancing the methodological competence of computer science educators impacts the development of students' key competencies. Given the high societal demand for well-educated professionals, educational quality is crucial, necessitating rigorous standards. The article critically analyzes the concepts of "competence" and "competency" from various scholarly perspectives, highlighting the significant role of a teacher's competence in the professional growth of future educators. Practical research focused on developing methodological competence helps students deepen their theoretical understanding, enhance pedagogical skills, and cultivate professional and personal qualities, fostering creativity and independence. It also identifies trends in teacher education within higher education, considering the effects of a two-tier system and professional teaching standards. The article defines "methodological competence" and "professional competence," noting that despite varying scholarly views, it generally includes theoretical knowledge and practical skills. These competencies enable educators to innovate and apply diverse pedagogical methods, thereby fostering student competencies.

Proposed Nutrition Competencies for Medical Students and Physician Trainees: A Consensus Statement.

In 2022, the US House of Representatives passed a bipartisan resolution (House of Representatives Resolution 1118 at the 117th Congress [2021-2022]) calling for meaningful nutrition education for medical trainees. This was prompted by increasing health care spending attributed to the growing prevalence of nutrition-related diseases and the substantial federal funding via Medicare that supports graduate medical education. In March 2023, medical education professional organizations agreed to identify nutrition competencies for medical education. To recommend nutrition competencies for inclusion in medical education to improve patient and population health. The research team conducted a rapid literature review to identify existing nutrition-related competencies published between July 2013 and July 2023. Additional competencies were identified from learning objectives in selected nutrition, culinary medicine, and teaching kitchen curricula; dietetic core competencies; and research team-generated de novo competencies. An expert panel of 22 nutrition subject matter experts and 15 residency program directors participated in a modified Delphi process and completed 4 rounds of voting to reach consensus on recommended nutrition competencies, the level of medical education at which they should be included, and recommendations for monitoring implementation and evaluation of these competencies. A total of 15 articles met inclusion criteria for competency extraction and yielded 187 competencies. Through review of gray literature and other sources, researchers identified 167 additional competencies for a total of 354 competencies. These competencies were compiled and refined prior to voting. After 4 rounds of voting, 36 competencies were identified for recommendation: 30 at both undergraduate and graduate levels, 2 at the undergraduate level only, and 4 at the graduate level only. Competencies fell into the following nutrition-related themes: foundational nutrition knowledge, assessment and diagnosis, communication skills, public health, collaborative support and treatment for specific conditions, and indications for referral. A total of 36 panelists (97%) recommended nutrition competencies be assessed as part of licensing and board certification examinations. These competencies represent a US-based effort to use a modified Delphi process to establish consensus on nutrition competencies for medical students and physician trainees. These competencies will require an iterative process of institutional prioritization, refinement, and inclusion in current and future educational curricula as well as licensure and certification examinations.

A reflective exploration of international academic exchanges: Analysing impacts and envisioning transformative international learning experiences

The phenomenon of international mobility has emerged as a prominent aspect of higher education internationalization worldwide. However, it is crucial to recognize that the essence of internationalization extends beyond the sheer number of international students enrolled. A pivotal focus lies in the multicultural competencies these students cultivated during their extended residence and study abroad periods. This empirical study endeavors to ascertain the genuine accomplishments of international students concerning multicultural exploration and the development of a global mindset while pursuing degrees overseas. Key considerations encompass the daily experiences of these students in communities with diverse cultures, their adaptation to academic life on campus amidst classmates and professors from various cultural backgrounds, and the evolution of their multicultural competencies and global perspectives. Through critical reflection, this paper presents a conceptual framework to enhance comprehension of multicultural competencies within the context of higher education's internationalization trends. The research methodology involved qualitative interviews conducted with international students in Taiwan, and the ensuing data underwent analysis using content analysis techniques. The findings underscore the intricate nature of multicultural competencies in higher education, encompassing multiple processes and challenges. To foster more successful international study experiences, this study advocates for collaborative efforts from host institutions and peers alongside international students' comprehensive understanding of the host country's culture.

MODEL OF STUDENT PREPARATION IN HIGHER EDUCATION IN THE CONTEXT OF BIG DATA

Developing a robust educational system across all domains is essential for providing contemporary educational programs. The aim of our research work is to identify and practically implement the theoretical foundations of preparing students in the field of big data in higher education, which is the cornerstone of training amodern, competitive future specialist.Ensuring the high-quality organization of fundamental disciplines is crucial in developing specific competencies for future educators. Therefore, the main focus of the proposed article is on shaping an educated individual with a broad outlook and high culture of thought in preparing IT specialists at the L.N. Gumilyev Eurasian National University. The article provides a comprehensive definition of the model of student preparation in higher education in the context of big data, outlines and implements components, and discusses the model for achieving positive outcomes. Before considering the model for improving student preparation in the context of big data, let us briefly define big data and examine the concept of a model.

ENHANCING INTERCULTURAL AND PROFESSIONAL COMMUNICATIVE COMPETENCE OF PRESCHOOL ENGLISH LANGUAGE TEACHERS THROUGH COLLABORATIVE LEARNING

This research investigates a new collaborative learning strategy and its potential to significantly enhance preschool English teachers' professional intercultural and communicative competence in Kazakh higher education. This research aims to provide valuable insights into how CL can enhance preschool English language teachers' intercultural and professional communicative competence. Traditional teacher education programs often prioritize linguistic and pedagogical skills while neglecting the intercultural dimensions of teaching. This gap in teacher education presents significant challenges in adequately preparing educators to meet the needs of a multicultural student population. To address these challenges, this study explores the following research questions: the extent to which the Collaborative Learning for Intercultural and Professional Communication Framework enhances preschool English language teachers' intercultural and communicative competence and the perceived challenges and successes of implementing the Framework in multicultural classrooms. The findings are expected to benefit educators, curriculum designers, and policymakers working to improve teacher training programs in Kazakhstan and other similar educational contexts. The results indicate that this innovative strategy is highly effective in improving teachers' intercultural and communicative skills, offering promising prospects for their professional growth in a multicultural educational setting. These findings have significant implications for you as an educator, curriculum designer, or policymaker, inspiring you with the potential of this strategy to enhance teacher training programs in Kazakhstan and similar educational settings.

Self-actualisation as a criterion for the development of future teachers' psychological competence

This paper aims to explore the process of self-actualization as a key criterion for developing psychological competence in future educators. To study and determine self-actualization as a criterion for the development of psychological competence of future teachers, a study was conducted at the theoretical and empirical levels. The Kazakh Humanitarian and Legal Innovation University students of various majors participated in the study. Teenagers must be assertive to succeed in all spheres of life, especially at school. Special attention on the part of a psychologist, parents, teachers and consultants should be paid to teenage girls when developing their confident behavior. The government should plan strategies for developing self-actualization skills for students, as there will be quite assertive young people. To eliminate possible inconsistencies noted in this and many other studies, it is essential to conduct further research on how gender affects self-confidence.

사회복지전담공무원의 메타역량, 직무역량, 직무몰입 간 관계에 관한 탐색적 연구

The aim of this study is to examine the relationship between meta-competence, job competence, and work engagement among social workers in local government. Using data collected from social workers in local government across the country, a PLS-based structural equation model analysis was conducted. The analysis revealed significant paths among meta-competence, job competence, and work engagement. Firstly, meta-competence had a positive impact on both job competence and work engagement. Secondly, the relationship between job competence and work engagement was also found to be positive. Thirdly, job competence acted as a partial mediator in the relationship between meta-competence and work engagement. Based on the research findings, the importance of competency development for social workers in local government was discussed, as well as integrated approaches to meta-competence and job competence in social work education.

Digital literacy and online course design: Study of Indonesian educators

This paper explores the role of the digital literacy of Indonesian educators in their competence regarding online course design, in a Distance Education context, at tertiary level. It focuses on the competence of lecturers regarding digital literacy, and self-perceived ability in designing online courses. Lecturers (n = 275) at both public and private universities in Indonesia participated in this study. The developed instrument, measuring seven elements of digital literacy competence, in a teaching and pedagogical framework (Payton and Hague 2010), and six components of effective course design, aimed at achieving desired learning outcomes for students, was adopted from that of Brown and Voltz (2005). The result of Pearson’s correlation testing indicated a strong relationship between two variables r (275) = .765, p .001. The findings also showed that the digital literacy competence of educators had an influence of 58.6% on the quality of online course design, with a significant impact (F(1)=386.358; p=.000). It may therefore be concluded that it is important to upscale the digital literacy competence of lecturers, to promote the quality of online course design, in order to achieve desired learning outcomes. Further studies should particularly consider measuring the impact of online course design on the quality assurance of the course.

Islamic Education Curriculum Innovation in the Digital Era: Challenges and Opportunities

This research aims to explore and identify innovations in the Islamic education curriculum in the digital era, focusing on the challenges and opportunities faced in its implementation. The development of digital technology has brought significant changes to the world of education, including Islamic education. This study uses a qualitative approach with a literature study method. The results of the study show that innovations in the Islamic education curriculum in the digital era must include the integration of technology that is in line with Islamic values, the development of digital competencies for educators, and the update of the curriculum that is flexible and adaptive to technological changes. The study also found that despite significant challenges, such as resistance to change and limited resources, the opportunities to improve the quality of Islamic education through technology are enormous. With the right approach, digital technology can be used to enrich learning, expand access to education, and build a generation of digitally competent Muslims who are firm in Islamic values.

영아교사의 부모교육역량 제고를 위한 교사교육 프로그램 개발 및 효과

The purpose of this study is to develop an educational program to enhance the parental education competency of infant teachers so that infant teachers can recognize their role as parental educators and implement parental education in the child care field. To this end, prior research analysis and a demand survey were conducted in the analysis and design stage and 288 teachers in charge of the 2-year-old infant class and 239 parents with 2-year-old children. In the implementation stage, a program (draft) was executed for 10 infant teachers, and in the evaluation stage, the final program was developed by revising and supplementing based on the data collected in the implementation stage. The educational program to enhance the parental education competency of infant teachers aims to enhance the knowledge, skills, and attitudes of teachers, which are the categories of parental education competency of infant teachers, and the educational content was organized by selecting eight topics in connection with the educational goal. Teaching and learning methods are conducted through lectures, field case-oriented discussions, temperament tests, field visits, and role-play activities through cases, and are operated offline for the 8th session (16th session). The results of this study suggest that programs to enhance parental education competency of infant teachers should be actively implemented, and programs that can comprehensively enhance parental education competency are needed.

Implementation Strategies of the Independent Learning Curriculum in Achieving Character Education Competencies in Islamic Religious Education at School

The Independent Learning Curriculum is a new education system designed to provide freedom for students to develop their unique potential, both academically and personally. Unlike traditional curricula, which often limit the scope of learning to a predetermined structure, the Independent Learning Curriculum allows flexibility in teaching methods and learning outcomes. This study aims to describe the Implementation Strategy of the Independent Learning Curriculum in Achieving Character Education Competencies in Islamic Religious Education at School. This research uses a qualitative approach, specifically the literature study method. Various sources, including academic journals, books, and other scholarly works related to character education and the Independent Learning Curriculum, were reviewed to develop insights into strategies for achieving Islamic character education. The results of this study highlight the importance of integrating character education into all aspects of the curriculum. Effective strategies include incorporating moral and ethical lessons into all subjects, embedding character-building activities in intracurricular and extracurricular programs, and ensuring that teachers are role models through their behavior. In addition, the findings suggest that character education should be part of a long-term and continuous process that involves training and habituation, thus encouraging students to internalize noble values over time. The implications of this study are very important for schools that want to implement character education in the Independent Learning Curriculum. Schools should prioritize the development of a comprehensive character education strategy, which includes careful planning in the syllabus, lesson plans and in-school activities. In addition, educators should balance students' academic and moral development.

미래 예비교사의 AI 리터러시와 교수 효능감 발달을 위한 교육청 캠프 운영 사례 연구

Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting interviews. Finally, we fostered interaction among the participants during the learning process through Naver Band, and observed the outputs and learning process through activities such as creating teaching and learning content using AI and digital tools. Results: We found high satisfaction levels, and significant positive effects on students' perception of AI, AI literacy, and teaching efficacy. Clearly, the camp courses helped participating students develop AI literacy, enhance teaching efficacy, and build their competencies as future teachers. Conclusions: The "AI and Digital Competency Education Practicum for Future Teachers" conducted in the Winter/Summer School can enhance participants' AI literacy, teaching efficacy, and overall learning satisfaction. This has important educational implications for future teacher training.

Exploration of Empowering Ideological and Political Education in Vocational Courses Through Digital Technologies

The introduction of ideological and political education within the curriculum offers a solution to the overly simplistic approach to ideological and political education in higher education institutions. This paper explores the logical mechanisms and implementation pathways for digitizing the construction of Curriculum Ideology and Politics, considering the characteristics of the digital era. Digitalization enhances teaching quality, efficiency, and reduces burdens, effectively enabling the integration of ideological and political education into course construction models, teaching resources, and evaluation methods, while also providing sustained motivation for lifelong learning. By seamlessly integrating ideological and political elements with vocational education competencies, practical teaching, and campus life, and leveraging digital information platforms, a subtle yet pervasive approach is achieved, ensuring holistic education across all courses and platforms.

Development and validation of a multiple-choice test for sustainability competence in primary school using the GreenComp framework

There is no standardized definition or measurement tool for sustainability competence, which hinders comparative research. This study addresses this gap by developing a new test based on the European reference framework GreenComp. The proposed instrument, consisting of eleven multiple-choice items, was validated through expert review and exploratory and confirmatory factor analysis, showing strong construct validity and high internal consistency reliability. Applied to students aged 8 to 12, it revealed a prevalence of basic and anthropocentric perspectives on sustainability. This promising tool can assess sustainability competence in primary education and has the potential for use across European countries.

A Study on the Competency Model Building (CMB) for the Curriculum-based Moral Education (ME) of Foreign Language Teachers: An Empirical Study Based on Multi-factor Analysis

50 EFL teachers, 100 students, and 12 administrative leaders from 10 universities in Southern China are selected as subjects to explore the structural features of EFL teachers’ competence in curriculum-based moral education. Questionnaires, interviews, and classroom observations are conducted to gather their insights and feedback on how to integrate moral education into English language teaching (ELT). The data is analyzed using both qualitative and quantitative multi-factor analysis. A novel competency model is proposed with four layers: teaching design, situational construction, classroom interaction, and multiple assessment. Recommendations are provided to enhance foreign language teachers’ awareness of moral education and the quality of curriculum-based moral education.

Develop, Sustain, and Evaluate the Training of Simulation Educators: An Exploratory Longitudinal Study.

Developing the competency of simulation educators is critical for optimizing learner outcomes. Yet guidelines on how to sustain received simulation training and evaluate training programs are limited. To examine the impact of a professional development workshop (PDW) aimed at individuals responsible for developing, sustaining, and evaluating simulation educator training programs. A longitudinal exploratory design was used, guided by the New World Kirkpatrick Model. Seventy-seven participants from 6 countries and 5 professions participated at the outset of the study, with 56% completing the entire study at the 6-month mark. Significant changes in knowledge, confidence, and commitment were observed from pre-to-post PDW. Themes of personal capacity, supportive mechanisms, and embracing accountability were identified as facilitators to develop/evaluate training programs, whereas their absence acted as barriers. Develop a training program evaluation plan from the outset. Sustain the training of simulation leaders and educators through intentional processes that support, reinforce, monitor, and reward efforts.

Innovative teaching methods for developing basic skills in higher education students through real professional contexts

Introduction: The intensification of the significance of educational activity as an indicator of active social development under the conditions of global digitalisation creates prerequisites for actualising the issues of its informational support.Objective: The research is dedicated to analysing the functional capabilities of digitalisation in the context of forming critical competencies of students in conditions close to the realities of professional activity.Methods: The article outlines the functionality of innovative educational systems within the educational institution's information educational environment.Results: The study found that today's students at various levels are ready to implement elements of e-learning, artificial intelligence technologies, and immersive tools. It is proven that the introduction of innovative technological solutions into the educational environment creates learning conditions close to the realities of professional activity, increasing the motivation of students for an effective learning process, stimulating the involvement of reserves in the organisation of the continuous self-education process, and intensifying responsibility and self-organisation. Identified within modern information systems are tools and services that diversify the learning process and increase the effectiveness of the educational process, contributing to the formation of key competencies of higher education students.Conclusions: The research indicates a trend towards increasing the efficiency of student training based on the organisation of independent educational work with the implementation of innovative pedagogical opportunities in the educational process. The study's practical significance lies in determining the potential for improving the quality of education at the national level through modern information technologies

Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School

Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their ICT pedagogical competency was measured through the standardized questionnaire adopted from the National ICT Competency Standard Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacher-beneficiaries of the ICT enhancement intervention program. After the intervention, the ICT pedagogical competencies from which teachers were initially found to have basic and intermediate competency levels have improved. Moreover, it was found that there was a significant difference between TLE teachers’ ICT pedagogical competence with teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public schools in Aklan should be provided with professional development programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes.

Multicultural Education and Cultural Competence Development of Grade 6 Learners

This study investigated the relationship between multicultural education and the development of cultural competence among Grade 6 learners. The study's primary objectives were to assess the extent of multicultural education across various indicators and to determine its influence on cultural competence development. A descriptive correlational research approach was employed, integrating quantitative surveys. The findings indicated that Grade 6 learners perceive a high level of multicultural education in their classrooms. Moreover, they expressed a sense of comfort, enjoyment, and inclusivity within their classroom environments, indicating a positive atmosphere for cultural learning. Results also revealed that learners demonstrate a commendable level of cultural competence, encompassing knowledge and understanding of different cultures, positive attitudes towards diversity, and effective communication across cultures. A strong positive correlation between multicultural education and cultural competence development was also established. The significant relationship emphasized the pivotal role of effective multicultural education strategies in shaping students' cultural competence. Results further showed the importance of specific indicators within multicultural education. Curriculum, classroom environment, teacher training, and parent involvement significantly influence cultural competence development among Grade 6 learners.

Enhancing training in spiritual and religious competencies in mental health graduate education: Evaluation of an integrated curricular approach.

Despite practice guidelines for multiculturally competent care, including spiritual/religious diversity, most mental health graduate training programs do not formally address spiritual/religious competencies. Thus, we enhanced the Spiritual Competency Training in Mental Health (SCT-MH) course curriculum to train graduate students in foundational attitudes, knowledge, and skills for addressing clients' spirituality and/or religion (S/R). The hybrid (online and in-person) SCT-MH course curriculum was integrated into existing required graduate clinical courses (replacing 15% of a course's curriculum) and taught to 309 students by 20 instructors in 20 different graduate training programs across counseling, psychology, and social work disciplines. Using a multiple baseline waitlist control design in which students served as their own controls, students completed validated assessments at three timepoints evaluating their spiritual/religious competencies for understanding the intersection between S/R and mental health. We also collected qualitative data from the students to evaluate acceptability of the content and format of the training program. Students' scores on all seven measures of spiritual/religious competencies had a statistically significant positive increase after engaging with the SCT-MH curriculum compared to the control period. At the end of the course, 97% of the students envisioned using spiritually integrated therapy techniques with their clients at least some of the time, 92% or more rated the materials as helpful and relevant, and 96% were satisfied with the training modules. Results demonstrate that dedicating a small (i.e., 6 hours of class time; 10 hours outside class time) but intentional amount of course time to teaching spiritual/religious competencies increases students' attitudes, knowledge, and skills for attending to clients' S/R in clinical practice. The SCT-MH hybrid course content is freely available to all graduate programs on our website. https://www.spiritualandreligiouscompetenciesproject.com/resources/sct-mh.