Competence In Education Research Articles

Cross-cutting competencies for human rights education in Chile: rethinking music teacher education from the perspective of global competence

Cross-cutting competencies for human rights education in Chile: rethinking music teacher education from the perspective of global competence

Pharmacist accessibility for non-native Japanese speakers: A cross-sectional study in Japan

Background: Pharmacists, being one of the more readily accessible primary health care professionals, must ensure accessibility. With growing internationalization, those in Japanese community pharmacies increasingly interact with non-Japanese speakers. This study aimed to understand how Japanese pharmacies can fulfill accessibility needs by accounting for patients’ native language and culture. Methods: A cross-sectional survey of community pharmacies in 2 Japanese municipalities (Hirakata and Suma) was conducted between September and October, 2022. The survey questionnaire included questions on “interaction with non-native Japanese speakers”, “impressions during dialogue”, and “characteristics and preparedness of pharmacies”. The responses were analyzed using descriptive statistics. Results: The response rate was 30.9% (46/149) in Hirakata and 50.0% (29/58) in Suma. The frequency of contact with non-native Japanese speakers at least once a month was 47.8% (22/46) in Hirakata and 55.2% (16/29) in Suma. The main purpose of the visits was to obtain prescription medicines. English was the most commonly used language, as seen on the website, patient forms, medicine bags, informational materials, and staff language skills. However, fewer than half of the stores offered this service. Chinese, Korean, and Vietnamese were even less common. Discussion: Pharmacists, often recognized for their accessibility among primary health care providers, demonstrated limited readiness to serve non-native Japanese speakers in the surveyed regions. To enhance service to diverse pharmacy visitors, improved preparedness for linguistic and cultural differences and cultural competence education are recommended. Conclusion: Japanese pharmacies face barriers in providing language-aligned care to service visitors with diverse linguistic and cultural backgrounds. By preparing for linguistic differences and providing cultural competency education, pharmacies can improve accessibility to effectively serve diverse populations.

The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)

This study aims to assess the impact of Continuing Professional Development (CPD) training on the teaching competence of English language educators at application-oriented universities in Henan, China. By employing a systematic literature review and bibliometric analysis, the study gathers and evaluates relevant data to understand the current state of CPD in English language instruction within this specific geographical and educational context. The research analyzes previous trends and their effects, identifying key areas for future refinement and targeted development. The study provides significant insights and practical implications for enhancing English language teaching competence through CPD in Henan and within the broader educational landscape of China. The findings indicate that recent publications from 2022 to 2024 have a limited citation impact, suggesting a lack of studies specifically addressing CPD’s role in English language training. Addressing this gap will help in the development of customized CPD programs for application-oriented universities, aligning with China’s strategic goals to improve English proficiency and promote international business and technological capabilities. The study also highlights that CPD research often draws insights from psychology and medical training, implying that a multidisciplinary approach can enhance the effectiveness of CPD for English language instruction. The relatively declining citation impact of Chinese educational research compared to European studies underscores the need for Chinese institutions to strengthen global collaborations and publish important findings in accessible journals to increase the global visibility and influence of their CPD advancements.

Cultivating Global Competence Through Collaborative Online International Learning: Insights from Shanghai Jiao Tong University’s SDG July Camp

Higher education institutions are faced with the challenge of developing global competence in students to prepare them for rapidly changing and interconnected world. This article provides insights from Shanghai Jiao Tong University’s (SJTU) experiences in delivering Collaborative Online International Learning (COIL) courses through its “SDG July Camp” program. It explores the challenges and takeaways in scaling up COIL courses as an institutional initiative, highlighting the importance of fostering global competence in higher education. SJTU’s SDG July Camp offers selected courses related to the United Nations Sustainable Development Goals (SDGs), providing students with opportunities to interact with peers from diverse cultural and disciplinary backgrounds and develop cross-cultural communication skills. The article also discusses the role of SDGs in promoting the internationalization of course content. It aims to contribute to the ongoing discourse on fostering global competence in university students and the effectiveness of COIL in achieving this goal.

Teacher training in lifelong learning—the importance of digital competence in the encouragement of teaching innovation

The rapid advancements in society over recent years have necessitated changes in the expectations placed upon both citizens and educators. The integration of information and communication technologies (ICT) into the educational landscape has highlighted the importance of developing digital competence among teachers, which has emerged as a critical challenge for teacher training programs. In light of this context, this study aims to evaluate the digital competence of educators involved in Lifelong Learning within the Delhi/NCR region. To achieve this objective, a quantitative, cross-sectional research design was employed, involving a sample of 40 teachers from various schools in the area. The findings revealed a significant deficit in teachers' skills across the five dimensions of digital competence, with particular weaknesses noted in the area of digital content creation. Additionally, the analysis clarified that there is a direct correlation between prior ICT training and the dimensions of communication and collaboration, as well as content creation. The research also indicated that the teachers who expressed concerns about their preservice ICT training tended to be younger and had less than ten years of professional experience. This demographic insight suggests that younger educators may feel less prepared to integrate digital tools effectively into their teaching practices. In conclusion, the ongoing development of digital teaching competence remains a pressing challenge for the education system. Addressing this issue is imperative, as it will continue to be a central focus in the training of current educators. Enhancing digital competence is essential for fostering innovative teaching methods and ensuring that educators can adapt to the evolving demands of the digital age. By prioritizing this development, we can establish a foundation for a transformative educational landscape that supports effective learning and prepares students for the future.

Reflexiones y desafíos sobre la importancia de la ética en la investigación socioeducativa

This article aims to address a theoretical-reflexive work that facilitates understanding the state of the ethical question in socio-educational research from a qualitative perspective. Faced with the predominance of quantitative research in universities at both the international and national level, we are committed to qualitative research from the perspective of Critical Pedagogies. In this way, it is understood that education and research can transform reality and a fundamental aspect of analysis is the ethical question. Firstly, key ideas about research in the socio-educational field from a qualitative perspective at the University will be addressed. Secondly, the historical view of ethics in socio-educational research will be analysed. Thirdly, it will point out key ethical issues in socio-educational research from a qualitative perspective. Fourthly, it will reflect on research competence in education, including both challenges and opportunities that we are currently facing in universities. Challenges such as the collective construction of knowledge; the need to consider the intersectionalities of gender, race, social class, etc.; the care of all the people involved in research processes. In conclusion, the political and ethical relevance of any socio-educational research process is highlighted, underlining the need to continue reflecting on this issue in relation to the construction of a participatory model that focuses on the care of the people involved.

Developing and validating a scale for non-academic staff’s service competencies in higher education

Developing and validating a scale for non-academic staff’s service competencies in higher education

Cultural Competency of Family Medicine Practitioners Working in Saudi Arabia: A Review Article Dr Shehla Nasr

Background: Cultural Saudi Arabia's varied population, customary medical beliefs, religious customs, and a transforming healthcare environment create a multifaceted challenge for achieving cultural competency in healthcare. Cultural competency training can greatly influence healthcare since it relates to the knowledge, attitudes, and skills of healthcare workers, thereby impacting patient health outcomes. Aim: This review paper aims to examine the literature evaluating cultural competency among Family Medicine professionals in Saudi Arabia based the healthcare workers reported barriers and training received. Method: A total of 7 relevant scientific articles were selected from various databases (such as Google Scholar, PubMed, and Science Direct) for this review, based on keywords such as “Culture Competency”, “Family Medicine Practitioners”, “Saudi Arabia” and “Healthcare Competency”. Results: The results highlighted the challenges in achieving cultural competency, with confounding factors including healthcare provider’s gender, age, and experience. Healthcare professionals also reported issues related to lack of sufficient training on cultural competency, and showed their preference and willingness to receive cultural competency education in their practice. Data examining the impact of health professionals' cultural biases and assumptions on patient care was not available, suggesting an area for further research. Conclusion: Delivering tailored culturally competent care to patients poses a significant challenge in Saudi Arabia. A thorough assessment of individual training programs to enhance cultural competence in relation and therefore patient care must be prioritised. Incorporating a wider range of cultural viewpoints into future research is also essential, as well as measuring the level of cultural competency specifically among Family Medicine professionals.

Cultivating cultural empathy among diabetes educators: A pre-post evaluation of a digital story intervention

Background: Indigenous Australians are disproportionately affected by diabetes, with a diagnosis rate nearly four times higher than people from a non-Indigenous background. This health disparity highlights the urgent need for healthcare providers to develop cultural empathy – a critical competency for delivering culturally safe and person-centered care. Cultural empathy is essential for building trust and effective communication in diabetes education and management within Indigenous people. However, there is a significant gap in targeted interventions to enhance this skill among healthcare providers. Aims: The aim of this study was to evaluate the effectiveness of a digital storytelling intervention for enhancing cultural empathy levels of postgraduate diabetes education students. Design: This study has a pre-post survey design to measure changes in participants’ cultural empathy levels after exposure to a digital story. Methods: Students enrolled in a postgraduate diabetes education course at an Australian university were eligible to participate. The intervention included a first-person digital story about an Indigenous man with type 2 diabetes, accompanied by group-based discussions and self-reflection. The Comprehensive State Empathy Scale was utilised to assess empathy levels. Results: A total of 98 students completed both pre- and post-intervention surveys. There was a statistically significant increase in mean Comprehensive State Empathy Scale scores post-intervention (p < 0.001), indicating higher empathy levels. Improvements were observed across all six Comprehensive State Empathy Scale subscales, suggesting a multidimensional impact of the intervention. Conclusions: The digital story intervention significantly enhanced the cultural empathy levels of postgraduate diabetes education students. This study contributes to the evidence base for narrative-based pedagogies in cultivating empathy among healthcare providers. The findings highlight the potential of digital storytelling as a tool for improving cultural competency in healthcare education and practice, ultimately contributing to more empathic care for Indigenous people with diabetes.

Exploring the Interconnectedness between English-Medium Instruction and Intercultural Competence: A Systematic Literature Review

In today's globalised educational landscape, the relationship between English-Medium Instruction (EMI) and intercultural competence (IC) in higher education is paramount. As institutions increasingly adopt EMI, understanding its interconnectedness with IC becomes essential. This systematic literature review explores how EMI influences IC development in higher education. Through thematic analysis, it provides a comprehensive understanding of the interconnectedness and sheds light on mutual influence. Three key themes emerge: (1) EMI as an opportunity or objective for developing intercultural competence, (2) EMI highlighting the need for IC development, and (3) Challenges related to both IC and EMI. These findings offer insights into the dynamics between EMI and IC in higher education contexts and underscore the importance of comprehensive teacher training programmes and policy interventions to address challenges and embed IC within EMI practices. Advocating for a holistic approach to EMI, this review calls for continued research on their relationship, emphasising ongoing efforts to promote intercultural competence in higher education.

Comparative analysis of the inclusive potential of families raising children with disabilities

Introduction. The inclusive potential of families raising children with disabilities is included in the terminological space of resource capabilities of support subjects and is a fairly innovative phenomenon. Further elaboration of the conceptual field and obtaining quantitative and qualitative characteristics of parental effectiveness of families raising different categories of children with disabilities is required due to the lack of empirical research in this scientific area. The study was aimed at considering the problem of terminological variability in the conceptual space of the inclusive potential of families and consolidating a number of basic definitions, as well as presenting the results of a comparative study of inclusive parental competence in relation to different categories of children with disabilities. Materials and methods. The study of inclusive potential involved 245 families raising children with disabilities and 264 support specialists. Research methods used were as follows: author’s questionnaires: “Self-assessment of parental inclusiveness” and “Expert assessment of inclusive potential”. In order to establish the significance of the relationships between certain factor and outcome features, the method of analyzing arbitrary contingency tables by means of the Pearson chi-square criterion was used. Results. The differentiation of the conceptual space of potential opportunities of a modern family in terms of resource, rehabilitation, personal and inclusive potential was obtained. Based on the results of the study, comparative results of the assessment of the inclusive potential of families raising children of three research groups were obtained: with autism spectrum disorders, mental retardation and visual impairments. When analyzing data on individual groups of competencies in terms of different target groups, competence fields with high rates of statistically significant differences in assessments depending on the factor of the child’s nosology (p &lt; 0.001) were identified – these were communicative, personal and value-semantic competencies. Herewith, relative homogeneity of the groups was revealed for information and educational competencies; statistically significant differences were not revealed (p &gt; 0.05). Conclusion. The results of the study allow objectifying comparative data concerning the potential of families raising different categories of children with disabilities. Parental effectiveness, considered in the context of family inclusion, is determined through a system of assessing different groups of competencies. The data obtained guide the choice of strategies for supporting families raising children with disabilities in the direction of developing inclusive potential.

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

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

Impact of Medical Improvisation on Therapeutic Use of Self: A Randomized Controlled Waitlist Study.

The application of interpersonal skills is considered therapeutic use of self, a pillar of occupational therapy practice, and a required competency for occupational therapy education (American Occupational Therapy Association [AOTA], 2020). Medical improvisation (medical improv) uses the principles of improvisational theater to enhance professional competencies and shows promising results in health professions education (Gao etal., 2019). To understand the effect of medical improv on occupational therapy students' therapeutic use of self. A 6-wk randomized controlled waitlist trial. Occupational therapy education. A cohort of 36 occupational therapy students. Two 2-hr sessions of medical improvisation. Standardized patients rated students' therapeutic use of self with the Empathy and Clarity Rating Scale (Terregino etal., 2019), and students completed the Self-Efficacy for Therapeutic Use of Self (SETUS; Yazdani etal., 2021). Data were analyzed using independent samples t tests and multivariate mixed-methods models. There was a significant difference between the intervention and waitlist control group in three SETUS subtests (modes, p = .004; traits, p = .04; total score, p = .03) and a significant interaction effect in SETUS modes (p = .03). The waitlist control group responded with comparable increases, and all participants demonstrated a significant increase in self-efficacy of therapeutic use of self after the medical improv intervention (p < .001). These findings provide the first evidence for the positive effects of medical improv in building self-efficacy of therapeutic use of self in occupational therapy students. Plain-Language Summary: Medical improvisation (medical improv) in health professions education uses the principles of theatrical improvisation to build the interpersonal skills of students. This study's application of medical improv to occupational therapy education found significant change in students' self-efficacy of therapeutic use of self. The inclusion of medical improv in occupational therapy education can better prepare students to build and maintain therapeutic relationships.

Analysis of the growth trajectories of junior residents in Japan: a longitudinal cohort study using data from a nationwide e-portfolio system (EPOC2)

ObjectivesAs more emphasis is placed on the acquisition of competencies in medical education, portfolios are increasingly being used for evaluation. EPOC2 (E-POrtfolio of Clinical training) is an e-portfolio system developed...

Pengaruh Kompetensi Guru Pendidikan Agama Islam dan Model Pembelajaran terhadap Pembentukan Karakter Siswa di SMA Islam Parlaungan Waru Sidoarjo

Students must have character in accordance with norms and ethical values, to shape the character students need to apply learning models that can support student character formation. Teachers of Islamic education are required to master the competencies aimed at providing quality learning so that students can be accepted with maximum. The competencies that teachers of Islamic education and the model of discharge used are important factors to be able to realize students with character. The purpose of this research is to find out the influence of PAI teacher competence and learning models on student character formation, the type of research used in this study is quantitative research. The total number of samples used for this investigation is 64 respondents, the method of sampling this study is Purposive Sampling. The analysis test used for this study is a double linear regression technique with the help of a statistical program tool such as SPSS 26. The results of the test and interpretation in this study can be concluded, Teacher's Competence in Islamic Education (X₁) have a significant and positive influence on Student Character Formation (Y) with a score of 0.316 with t-statistics 2.959 and p-values 0.004 &lt; 0.050. The Learning Model (X₂) has a significant, positive impact on Students' Characters Formation with a value of 0.672 with a t-static of 5.422 and a p- values of 0,000&lt; 0.050.

Time to standardize educational competencies on EBP: the benefits of a common core framework.

Principles, theories, and models of education for health professionals have not evolved in parallel with advanced requirements for evidence-based practice (EBP). We propose that groups such as JBI, with a global network of clinical and academic centers, are well placed to reignite the debate and advance evidence-based curriculum development. This can be achieved by operationalizing the JBI Model for Evidence-Based Healthcare within the Sicily statement's pedagogical framework. We propose that JBI establish a global methodological group to advance this work, including the implementation and evaluation of evidence-based curriculum for cross-professional teaching of evidence-based health care principles and practices, as well as facilitating resource-sharing capability.

SURVEY LEVEL OF UNDERSTANDING OF PHYSICAL ACTIVITY AND PHYSICAL ACTIVITY LEVEL AND ANTHROPOMETRIC STATUS

Students of Physical Education Health and Recreation Faculty of teacher training and education are prepared to become competent educators in the field of sports. One of the skills competencies required is understanding and skills in measuring physical activity levels, understanding physical activity and anthropometry. The purpose of this study was adalah to determine and understand the measurement aktivitas of physical activity, understanding of physical activity and anthropometric status of students of Physical Education Health and Recreation FKIP. This study is cross-sectional research on students who administer the test and measurement of sports. Understanding of the level of physical activity measured by metode the test method, the level of physical activity was measured using a questionnaire GPAQ (global Physical Activity Questionanire) and tipe body type or somatotype was measured based on the health Charter Manual. Then the data is processed in a descriptive and correlation Person to determine the relationship between the level of understanding of physical activity, physical activity level and anthropometry using SPSS. The results showed that in all students who manage the course of sports tests and measurements have level a good level of physical activity baik GPAQ score an average of 7248.13 ° 2420.5 METs. Correlation test showed positive correlation between the level of understanding of physical activity and physical activity level correlation p &lt; 0.05.

IPA 분석을 활용한 학습자 중심 교수역량(SCTC) 분석: D대학 사례를 중심으로

Objectives The purpose of this study is to examine the perception of learner-centered education of university professors and to analyze the importance-performance of teaching competencies for effective learner-centered education. Methods Tests were conducted on 93 professors at University D. In order to analyze learner-centered teaching competency, a teaching competency test was conducted on 93 professors and IPA analysis was performed. The data collected through this were analyzed for importance and implementation of teaching competency using SPSS 20.0 according to the purpose of the study. Results Importance-performance analysis was conducted on all factors of learner-centered teaching competency (instructional objectives, class plans, teaching-learning strategies, class atmosphere, and evaluation) and all items that constitute each factor. The results of the IPA analysis showed that instructional objectives, teaching-learning strategies, and class atmosphere were in the 1st quadrant, and class plans and class evaluation were in the 3rd quadrant. In addition, the importance scores of all factors and all items were higher than the implementation scores, and the difference was statistically significant. Conclusions Based on the research results, the implications for effective learner-centered education in universities were discussed.

PROFESSIONALIZING GERONTOLOGY AND CREDENTIALING GERONTOLOGISTS

Abstract There are many reasons people want to work with older adults. However, there is no guarantee that these motivated people will enroll in a gerontology degree program. Many do not know about Gerontology; others are not confident they can find a job with a gerontology degree. Those who do graduate from gerontology degree programs may be frustrated in competing with graduates of other programs who are able to obtain licenses or with “graduates” of weekend workshops producing “gerontologists.” It is ironic that at a time when we need more people to work with older adults, gerontology degree programs often struggle to enroll students. Low enrollments threaten the survival of existing programs. Institutional perceptions about uncertain enrollments inhibit the development of new degree programs. We have not done a good job “marketing” our field either inside or outside academia. The National Association for Professional Gerontologists (NAPG) was founded in 2005 to address some of these problems. NAPG credentials the educational and practice experience of gerontology professionals using the AGHE Standards and Guidelines and the Gerontology Competencies for Undergraduate and Graduate Education. Thus far, NAPG has credentialed over 350 practicing gerontology professionals. We need to do more. NAPG proposes an effort to develop partnerships among like-minded organizations to promote the field and to attract funding to re-energize it. A coalition of partners needs to work with the employer community to convey the value of a gerontology education and ensure that graduates have the skills employers need.

온라인 NCS 피부미용실습 수업에서 교육환경과 능력단위인지가 학습만족도에 미치는 영향: 학습실재감의 매개효과

Objectives This study aims to analyze the mediating effect of learning presence in the relationships among educational environment, unit competency cognition, and learning satisfaction in the online NCS esthetics practice class. Methods A survey was conducted for 304 learners who had experience of attending the online NCS esthetics practice classes in the capital regions. Educational environment and unit competency cognition were set as independent variables, while learning presence was set as a mediating variable, and learning satisfaction as a dependent variable. Results The educational environment of the online NCS esthetics practice classes was perceived by the subjects to be more favorable at schools or academies, and lower when attended at home or cafes. Among the educational environment sub-factors, instructors' quality was perceived highly, while educational services were perceived low. Among the sub-factors of the educational environment, educational services positively affected learning presence. On the other hand, the sub-factor affecting the emotional and social presences most was the educational service, followed by lymphatic management and physical environment, while the sub-factor physical environment was most influential over the cognitive presence, followed by hygienic management and quality of instructors. On the other hand, the educational service and lymphatic management affected subjects' learning satisfaction positively. Besides, it was confirmed that the learning presence partially affected the relationship between competence unit recognition and learning satisfaction. Moreover, the educational service and the lymphatic management affected learning satisfaction positively, and the learning presence partially mediated the relationship between competence unit recognition and learning satisfaction. Conclusions It has been found that the overall learning satisfaction were low. The results of this study suggest that it would be necessary to explore some educational strategy to improve learners' learning satisfaction through improvement of the educational services, qualitative reform of the online educational environment, improvement of the esthetics pedagogics.