Competence In Education Research Articles

Students Attitude Towards Writing Communication Skills

This study aims to know students’ attitudes towards written communication skills in English learning, in the scope of cognitive, affective, and behavioral aspects. This research used descriptive quantitative in the form of the cross-sectional survey design using a questionnaire at one point in time. The population of this study was 200 students who had taken an English course in the second semester, and the sample was 135 students (67.5%), specified by the Slovin formula. The sample of this research was chosen by probability sampling with random. The data were analyzed descriptively using the data presentation method, cross-tabulation, drawing conclusions, and T-score with the SPSS program.Based on the research, the students’ attitudes regarding cognitive, affective dan behavioral aspects towards written communication skills in English learning showed that the students have a positive attitude in improving English writing skills. Many of them feel that English writing skills need to support their learning and quite relevant to the competence of education in agriculture and beneficial and valuable for them. Self-assignment for students that must be carried out outside of face-to-face hours is also the key to improve their writing skills. Therefore, the form and substance of self-assignment should be designed by lecturers in order to make students able to write English substance well. Students need to appreciate the fact that English is very beneficial for them, not only during their studies or when completing final assignments, but beyond that, it would also be valuable after they graduated from college. Keywords: Students, Attitudes

Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers

Background The curriculum for the courses given at the music specialization of the upper secondary school’s aesthetic program in Sweden includes the concept of artistic expression (AE). Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context-specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits (a) the relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.

Enhancing TVET Education for the Future: A Comprehensive Review of Strategies and Approaches

This systematic literature review investigates the future enhancement of TVET education. The review examines a variety of studies and research articles to gain insight into the role of vocational education in shaping and improving the TVET system. The review begins with an introduction that provides background information on the importance of TVET and vocational education in preparing individuals for the workforce. The review's objective is to analyse and synthesize existing literature to identify the critical role of vocational education in developing the TVET system. In the method section, we describe the systematic approach we used to identify relevant studies and select appropriate articles for review. In this paper, we provide a systematic review analysis based on preferred reporting items for the Systematic Reviews and Meta-Analysis (PRISMA) technique for virtual reality implementation. We conduct advanced searches using two robust databases: Scopus and Eric. Our search finally yielded the primary data (n = 35), which we will analyse using the synthesis approach. Four central themes were decided: (1) career development and employability in TVET; (2) digital transformation in TVET; (3) pedagogy and teaching approaches in TVET; and (4) assessing competency and training in TVET education. The findings section presents the key findings extracted from the selected studies, highlighting vocational education's various roles and contributions to the TVET system. The conclusion section summarizes the review's main findings and provides insights into the importance of vocational education in fostering the growth and effectiveness of the TVET system. The review highlights the need for continued research and collaboration to further enhance the role of vocational education in TVET education and meet the evolving demands of the workforce.

Using hope theory to understand changes from professional learning in inclusive education

AbstractProfessional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed‐methods study exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre‐training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre‐training survey data to assess teacher‐participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher‐participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research.

In-service teacher education in death education through participatory action research (PAR)

ABSTRACT Current teacher education neglects educational needs, such as death education. A participatory action research (PAR) approach based on the needs and interests of teachers was adopted. One private and two state schools at all levels of non-university education were involved. The objective was to understand a process of change in teaching facilitated by PAR in the context of a teaching innovation project in death education. The results are presented according to the PAR phases. Conclusions are that the training process reduced the gap between scientific knowledge and educational practice, and that specific death education competencies were developed alongside personal growth amongst teachers.

Study Madani Club and Formation of Professional Competence of Prospective Educators

This study examines the role of the Madani Club Study as a platform for developing the professional competence of prospective Islamic Religious Education educators at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. The focus of the study is how the Madani Club Study helps in improving pedagogical skills and internalizing Islamic values. This study uses a qualitative method with data collection techniques obtained through observation, in-depth interviews, and document analysis related to the Madani Club Study activities. The results of the study indicate that the Madani Club Study is effective in improving students' pedagogical competence through collaborative learning and self-reflection, as well as helping internalize Islamic values ??in the context of modern education. The interaction between students and supervising lecturers in the Madani Club Study also creates an environment that supports personal and social growth. This study emphasizes the importance of extracurricular programs based on collaboration and Islamic values ??to be integrated into the curriculum of Islamic universities in order to prepare prospective educators who are competent in facing the challenges of contemporary Islamic education.

Meningkatkan Hasil Belajar Peserta Didik Kelas VII pada Materi Kemampuan dan Keterbatasanku Melalui PBL di SMP Negeri 02 Ketungau Hilir Tahun Ajaran 2024/2025

The provision of high-quality education is significantly influenced by key factors, specifically educators and students. Competent educators are likely to cultivate quality individuals, adhering to the philosophy that "people can only share and give to others what they possess." In the teaching and learning process, one of the key elements that facilitates successful learning is the Problem-Based Learning (PBL) model, which significantly enhances student independence, interest, and motivation in their educational pursuits. According to observations conducted by researchers at SMP Negeri 02 Ketungau Hilir, particularly in class VII, it has been determined that in Catholic Religious Education, teachers predominantly employ teacher-centered learning methods and have yet to implement the Problem-Based Learning (PBL) model. This approach has adversely impacted student learning outcomes, resulting in the failure to meet minimum completion criteria. Based on the findings from data analysis and discussions in this study, it can be concluded that the results regarding the enhancement of learning outcomes indicate a sustained improvement in Cycle II, where student performance rose by 82% from Cycle I to 100%. The average student score increased from 79.06 in Cycle I to 84.37 in Cycle II.

An ICT-enabled community oriented primary care intervention in mining communities during COVID-19 (2019–2022): perceived changes in the role and place of community health workers

BackgroundThis is a study of service provider perceptions of the place, role and practices of CHWs in a four-year, large-scale private sector funded, public service ICT-enabled COPC intervention with rural and remote mining communities. Like all South African communities, apart from large mining house employees and some contractors, most people use available public healthcare services and private traditional as well as limited allopathic private sector providers. In addition to the limitations of facility centred primary healthcare and a fragmented health care system, the many negative health effects of mining on the communities, go unattended.MethodsThis is a rapid, qualitative pragmatic study. Using site and participation convenience sampling, 37 semi-structured individual or group interviews were conducted with 57 stakeholders from 38 of the 135 intervention PHC facilities. Using a data driven, inductive approach, the results were analysed thematically in terms of perceived changes in the role and place of CHWs.ResultsCHWs registered 42 490 households and captured the demographic and social profiles as well as the health status of over 154 910 individuals using AitaHealth™. These data provided healthcare professionals and managers with knowledge about community demographics, at-risk groups and vulnerable individuals. The intervention changed the locational focus of CHW practice and expanded their scope of work and competencies in household comprehensive health education, advice and care. It led to a growth in community and professional confidence in CHWs as trusted members of mining community PHC teams and to more focused and efficient clinic work.ConclusionThis ICT-enabled COPC intervention adopted a comprehensive approach to healthcare delivery that started by including CHWs in PHC teams and locating them in communities. Inclusive and systematic continuous learning, clinically-led CHW service support and ICT-enabled information technology engendered trust in CHWs as competent PHC members, and grew community confidence in them and the PHC system as a whole. Although health, care and other professionals and workers valued the changes the intervention brought to their work as well as people’s lives in underserved and vulnerable mining communities, its sustainability is contingent on the vagaries of political will and financial commitment.

Assessment of Nigerian Teacher Educators' Strategies for Professional Digital Competent Development

This study investigated the digital competence of Nigerian teacher educators at Michael Okpara University of Agriculture Umudike, (n=136) and Alvan Ikoku Federal University of Education, Owerri (n=191, 20% sample via purposive sampling) in Nigeria. Data were collected using an 18-item “Teacher-Educators Questionnaire on Teacher Educators’ Strategies for Professional Digital Competence” (TOEPG), validated by three experts and achieving a Cronbach’s alpha of 0.85. Findings revealed relatively high levels of digital competence but highlighted significant shortcomings in current professional development programs. Teacher educators expressed a strong need for more comprehensive, context-specific, and sustained professional development that incorporates collaborative learning and equitable access to resources. A key recommendation is the development and implementation of robust, ongoing professional development programmes tailored to the specific needs and challenges faced by Nigerian teacher educators.

Assessment of Textbook Content and Teachers’ Competence in Climate Change Education at the Primary Level

Abstract This study aims to examine the climate change education (CCE) provision in grade 5 textbooks (science and social studies) and the competence of teachers in teaching CCE in a primary girls’ schools in Skardu, Baltistan, Pakistan. It employs mixed-method research that uses both qualitative and quantitative approaches to gather data. The first phase of the study involved collecting qualitative data to examine the provision of CCE content in selected textbooks taught in grade 5. The researcher adapted an interview questionnaire to assess the competence of teachers teaching in 38 schools. The provision of themes and topics based on the seven principles of climate literacy given by the U.S. Global Change Research Program was identified by using latent content analysis (LCA). The study concludes that science and social studies textbooks lack the incorporation of CCE content of principles 1, 4, 6, and 7. Furthermore, the majority of teachers have not received training to use digital media and apply activity-based methods to engage campus and community support for CCE. The study also found that the selected schools lack school planting campaigns, CCE committees, and CCE walks. Above all, the respondents possess conflicting views about whether climate change is a natural or human-contributed phenomenon. Significance Statement Like other countries around the globe, Pakistan is the victim of climatic disasters which have disastrous effects on the economy, agriculture, healthcare, and weather conditions. These effects are exacerbated by lacking awareness, attitudinal issues, and poor pro-climate-supported practices at the academic and societal levels (Asian Development Bank 2022). Awareness, knowledge, and a supportive environment during childhood form attitudes and promote practices that have lasting impacts throughout the life of the individual (Gulraiz and Ali 2021). Therefore, children need to learn and adopt proclimate lifestyles, such as observing cleanliness, practicing planting, and judicious use of energy resources. With this background, we assessed the textbooks based on seven principles of climate literacy given by the U.S. Global Change Research Program (USGCRP 2009) and observed that principles 1, 4, 6, and 7 are not adequately addressed in science and social studies textbooks taught in public schools. Moreover, teachers have not received training to use digital media and gather campus and community support, and they have a stereotypical understanding of climate change. The study possesses significant implications for curriculum revisions and elementary education management to address the gaps relating to climate change education (CCE).

Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education.

The purpose of this Special Communication is to describe the processes of Education Summit III, sponsored by the Academy of Pediatric Physical Therapy, with an emphasis on the review, update, and integration of contemporary language and the Competency-Based Education framework into a revision of the Essential Core Competencies (ECCs). The Academy of Pediatric Physical Therapy has consistently supported pediatric professional education, including sponsoring 3 Education Summits in 2012, 2016, and 2023. The most recent summit focused on a revision of the ECCs and the development of materials to support their implementation. These revised domains of competence and associated competencies will support and guide pediatric physical therapy education for professional students. Educators are encouraged to use their creativity and resources to integrate these into teaching and learning activities.

ACMEOLOGICAL COMPETENCE OF FUTURE SOCIAL EDUCATORS: CURRENT STATE

Acmeological competence is an important issue for future social educators. This competence contributes to developing their skills to implement their professional activities, adjusting to changing circumstances, and being adaptable in professional endeavors in a rapidly changing world. This paper explores the current situation of future social educators’ acmeological competence. The aim of this research is to define the current state of acmeological competence of future social educators and give recommendations to improve the situation. To collect the data a survey related to social educators’ acmeological competence has been employed. The conducted survey revealed that approximately half of the future social educators are unfamiliar with the term. However, despite their unfamiliarity with “acmeology”, they understand the importance of professional development. The authors of the research believe that incorporating acmeological competence components into the social education curricula and developing initiatives aimed at enhancing acmeological competence will increase future social educators’ acmeological awareness and skills.

A call for further study and use of transformational leadership in pharmacy education and practice: Hope and reinvigoration

This paper calls for further study of transformational leadership and its further use in educating PharmD students as well as inclusion of continuing education programming and mentoring the behaviours of current pharmacists. It does not present an argument for reduction in use or diminishment of other leadership theories, many of which have at least some overlap with transformational leadership. Rather, emphasis on transformation leadership might be one of many solutions to challenges plaguing the profession currently, with some sense of negativity and challenging workplace conditions among many pharmacists; support personnel and drug shortages; and a need for more collegial citizenship behaviors and stronger organizational culture. Transformative leadership behaviors and communication, versus others particularly more transactional in nature, envisage a future for the entire profession as well as for the individuals who comprise them, articulate the value of the contributions made by the employee, and help imbue a sense of professional identity. These are things sorely needed in the modern workplace and are either explicitly stated or tacitly implied in educational standards and professional competencies. A recent study on transformational leadership as measured by the Multifactorial Leadership Questionnaire (MLQ) found more parsimonious structures toward the definition of transformational leadership and the outcomes resulting from its use, which actually makes it easier to discern and thus even more applicable to incorporate into models of pharmacy education and practice. The time to further study and employ transformational leadership is now.

CURRENT CHALLENGES AND REQUIREMENTS FOR THE PROFESSIONAL COMPETENCE OF EDUCATORS IN THE MODERN WORLD

The article examines the current challenges and requirements facing educators in the modern educational context. The research is based on an analysis of current trends in education, the changing needs of students, as well as scientific research related to the professional competence of educators. The article identifies key aspects, including the development of socio-emotional skills, inclusive education, digital technologies and intercultural interaction. The authors discuss strategies and methods necessary for effective adaptation of educators to modern challenges and ensuring a high level of professional competence. In conclusion, the article emphasizes the importance of continuous professional development and flexibility in adapting to changing educational environments.

The Influence of Governance on Competence and Partnership in Higher Education

The study assesses the influence of governance on competence and partnership in university education in The Gambia using the situation as a mediating factor in a trilateral relationship. The study applied a questionnaire survey design using three universities as the study population. The PLS-SEM approach assesses the measurements and structural models. The study's findings established that governance significantly influences competence and partnership in university education in The Gambia. However, the situation as an environmental factor lacks the mediation capacity in the trilateral relationship. The study outcome shows differences, but only two were significantly contextual in relation to governance. The study recommends further research that adopts a qualitative approach to help provide a proper understanding of university governance in The Gambia.

Essential core competencies for health policy graduates: a multi-method consensus type study

BackgroundIn light of the multi-faceted challenges confronting health systems worldwide and the imperative to advance towards development goals, the contribution of health policy graduates is of paramount importance, facilitating the attainment of health and well-being objectives. This paper delineates a set of core skills and competencies that are requisite for health policy graduates, with the objective of preparing these graduates for a spectrum of future roles, including both academic and non-academic positions.MethodsThe study was conducted in three phases: a scoping review, qualitative interviews and the validation of identified competencies through brainstorming with experts. In the initial phase, a scoping review was conducted on the databases. The following databases were searched: PubMed, Scopus, Web of Science and Google Scholar search engine. Additionally, the WebPages of universities offering health policy programmes were manually searched. In the second phase, 36 semi-structured interviews were conducted with students, graduates and distinguished academics from Iran and other countries. These interviews were conducted in person or via email. In the third phase, the draft version of the competencies and their associated learning objectives, derived from the preceding stages, was subjected to independent review by an expert panel and subsequently discussed. In light of the expert panel’s findings, the authors undertook a subsequent revision of the list, leading to the finalization of the core competencies through a process of consensus.ResultsIn the scoping review phase, the analysis included six studies and nine university curricula. The results of the scoping review could be classified into five domains: health system understanding, health policy research, knowledge translation, multidisciplinary work and knowledge of public health. In the second phase, six core competencies were extracted from the interviews and combined with the results of the first phase, which were then discussed by the expert panel at the third phase. The final five core competencies, derived from the brainstorming session and presented in no particular order, encompass health policy research, policy analysis, educational competencies, decision-making and multidisciplinary work.ConclusionsIt is essential that the curriculum is appropriate and contextually tailored, as this is crucial to foster multi-dimensional competencies that complement the specific disciplines of future health policy scholars. These scholars must possess the ability to genuinely serve their health systems towards achieving health-system goals and sustainable development.

Favorite Lecturer Characters of Elementary Education Teacher Prospective Students

This research aims to discover the character aspects of lecturers most preferred by Elementary education students and the impacts and implications on the character of prospective teacher students. The method used in this research is qualitative field research with phenomena studies. Primary data were obtained from students through a questionnaire using a form instrument and unstructured interviews with an open pattern. The results showed that of the 13 aspects of lecturer character that were the most favored aspects of prospective Elementary School teacher students mapped from lecturer personality and educational competencies, namely lecturers who were able to place themselves, had high self-confidence, were tolerant, and understood students' character. The impact on students is increased motivation and self-confidence, more positive relationships, increased academic achievement, and development of student soft skills. The implications of the character of a favorite lecturer for the character of prospective teacher students are the formation of an Inclusive Learning environment, increased student psychological well-being, and strengthening of a positive academic culture.

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.