Learning Competencies Research Articles

K-Workers Competencies Among Alumni University

This study investigates the impact of various competencies on the development of K-Worker competencies among alumni from the Faculty of Economics at University X. The primary focus areas include Technical Competence, Human and Social Competence, and Learning Competence and Methodology. The analysis reveals a significant difference in Technical Competence between the cohorts of 2021 and 2022, with a notable p-value of 0.010. This finding underscores the critical role of technical skills in professional development. However, no significant differences were observed in Human and Social Competence and Learning Competence and Methodology, with p-values of 0.569 and 0.780, respectively. These results suggest a consistent approach in developing these skills across cohorts. The study contributes to the enhancement of curriculum design and alignment of educational outcomes with workforce requirements, ensuring graduates are well-prepared for the demands of the digital economy. Future research should focus on longitudinal assessments of alumni competencies and the impact of specific learning methodologies on competency development to provide a comprehensive understanding of how educational programs influence K-Worker competencies. This study is novel in its specific focus on economics graduates and its comprehensive assessment of multiple competencies across different cohorts

A scoping review of the research evidence of the developmental assets model in Europe.

Positive Youth Development (PYD) is a strength-based perspective that focuses on the resources to promote a successful transition to adulthood, derived from the Relational Developmental Systems theory. In this line, the Developmental Assets (DA) model focuses on describing the personal resources (Internal Assets) and contextual resources (External Assets) that help to reach PYD. Most research from this approach has been carried out in United States and, to a lesser extent, in the European continent. The aim of this scoping review was to examine the evidence collected for the DA model in Europe. Web of Science database was used to search for articles published between 2013 and February 2024. Initially, there were 55 possible articles to be included, but after applying the exclusion criteria, this number was reduced to 11. The findings suggested that the evidence for DA in Europe was in line with North American research, so that a higher presence of DA was related to higher well-being, better psychological adjustment, and lower risk behaviors. Internal Assets were the most influential assets, with the Positive Identity category being especially remarkable. Commitment to Learning and Social Competencies were also highlighted in the studies included in the review. Concerning External Assets, Positive Boundaries-expectations and Empowerment were emphasized as protective factors in youth development. These assets were found to present a protective effect against risk behaviors and were positively associated with PYD and socioemotional skills. Thus, these findings support the applicability of the DA framework in promoting PYD in European context, and some intervention strategies are discussed considering cultural diversity.

Physics Educational Technology (PHET) Simulations in Teaching General Physics 1

As stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students' proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students' performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners.

Transforming and Reforming the Indian Education System with Artificial Intelligence

India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

Peningkatan Motivasi Belajar, Kompetensi dan Wawasan Berpikir Siswa dan Siswi Yayasan Al-Mutakabbir Kabupaten Bogor

The aim of this community service is to increase learning motivation, competence and insight into thinking at the tertiary level for the students of the Al-Mutakabbir Foundation, Bogor Regency. The method of community service is seminars and discussions. The population in this community service activity is 50 people, all of whom are students from the Al-Mutakabbir Foundation, Bogor Regency. The result of this community service is that all participants understand and apply all the material and discussions that occur during the event so that the goals of this service are achieved.

The Difference We Make at Home: Impact of Infection Prevention and Control in Pediatric Homecare Tracheitis Reduction

Background: Quality improvement (QI) efforts within Infection prevention and control (IP&C) programs to reduce risk of device-related infections in the acute care setting are well described. However, less focus has been placed on continued prevention in the homecare setting. This QI project illustrates the benefits of IP&C involvement in reducing tracheitis in pediatric homecare patients. Methods: The homecare multidisciplinary IP&C team implemented a series of QI initiatives aimed at reducing incidence of tracheitis beginning in 2016. Initial interventions included increasing oral care frequency to every four hours, inpatient training for new tracheostomy patients and families before discharge, and an optional inpatient simulation training resource to provide hands-on practice. Enhanced educational interventions included caregiver learning modules and competencies completed with their primary nurse in the home every ninety days and following a tracheitis infection. Practice changes and education efforts were further sustained with the creation and distribution of laminated tracheostomy care teaching sheets to patient homes. Quarterly tracheitis infection rates were tracked using a U-chart. Organism distribution in tracheitis cases were compared across the baseline (2015-2018) and post-intervention periods (2019-2023) using the Chi square test. Analyses were performed using Stata Statistical Software: Release 18 (College Station, TX: StataCorp, LLC) with two-tailed alpha level of 0.05. Results: Quarterly tracheitis infection rates from 2015 through 2023 are displayed in the Figure. Notably, the baseline period, established Q1 2015 through Q4 2017, revealed a consistent rate of 1.08 tracheitis infections per 1000 tracheostomy days. During this initial phase, changes in oral care frequency and enhanced educational resources were implemented to decrease rates. Following these interventions, a significant shift was observed in Q1 2019, with the new baseline rate drastically reduced to 0.32 infections per 1000 tracheostomy days. This denotes a remarkable 70% improvement from the prior average infection rate which has been sustained through Q4 2023 with the laminated teaching sheets. The most frequently identified organisms across both time periods are displayed in the Table. Pathogen distribution was similar following QI interventions (p = 0.50). Conclusions: Tracheitis infections were reduced by 70% through implementation of multidisciplinary homecare IP&C QI efforts. IP&C programs are integral to pediatric homecare.

Teachers' knowledge, perceptions, and practices in integrating elements of volatility, uncertainty, complexity, and ambiguity (VUCA) into language teaching

In today's constantly evolving educational environment, teachers face challenges due to the unpredictable and complex nature of the world. Volatility, uncertainty, complexity, and ambiguity (VUCA) characterize this era, influencing how people interact with information and navigate life. This descriptive study examined language teachers' knowledge, perceptions, and practices regarding the integration of VUCA elements into language teaching. One hundred language teachers participated by completing a questionnaire created by the researchers. The results showed that the teachers were "quite knowledgeable" about integrating VUCA elements and had a "positive perception" of it. Additionally, the study found that these teachers "always practiced" several strategies related to VUCA integration. These strategies included collaborative learning, multimodal instruction, developing language and intercultural competence, creating global connections, integrating technology, engaging in reflective practice, and pursuing continuous professional development. They also "often practiced" flexible lesson planning, fostering resilience and adaptability in learners, using problem-based and inquiry-based learning, employing dynamic assessment, and promoting authentic and real-world language use. Therefore, the extensive knowledge of language teachers allows them to design and implement learning environments that truly reflect the complexities of the real world.

Exploring ICT-based learning adoption in higher education: An extended perspective of the technology acceptance model

This article analyses the self-perception of digital technology learning competence among engineering and science students. The use of information and communication technologies (ICT) is now considered highly essential in higher education. Today's higher education institutions (HEIs) seldom employ traditional methods of instruction; instead, sophisticated ICT is starting to emerge as a feasible paradigm for fundamental change. To this end, Pakistan's Higher Education Commission (HEC) has heavily invested in technology in the education sector and initiated several programs. The ramifications of ICT utilization on the environment, student academic performance, and capabilities remain ambiguous. In delving into how students embrace and utilize ICT systems for learning in HEIs, researchers felt the need to grasp the factors that influence students' acceptance and utilization of ICT skills through the lens of the Extended Technology Acceptance Model (TAM). This study develops an exclusive conceptual model by incorporating TAM with a set of latent variables identified in the available literature: interest, ICT self-efficacy, economic cost, and performance expectancy. The adapted TAM model developed in this study considers the influence of these variables on students’ ICT acceptance and its impact on academic performance in emerging countries. As part of this study, reports on the development of instruments and validation in the research field were managed using a cross-sectional survey method and SPSS-22 and Smart PLS-4 software. In addition, association rule mining applied in demographic data. A sample of 69 students was randomly selected from three universities representing engineering, medical, and general HEIs in the Sindh province. Though the sample size was small, it showcases that the reliability of the scales is within an acceptable range and can be used to test the main study hypotheses. A conceptual framework model is introduced to offer a comprehensive framework derived from the amalgamation of various acceptance and usage models of technology. The results demonstrate that the survey items are appropriate and suitable for further research.

Effectiveness of English language teaching methods and language learning skills among college students in public higher education institutions in Sulu

English is the most widely spoken language in the world, serving as a common medium for people from different linguistic backgrounds. It is the primary or secondary language in many countries and is often used as the international language of business, diplomacy, science, and technology. Hence, there was a need for effective teaching and instructional strategy to enhance the competence of the college students. This study investigated the effectiveness of various English language teaching methods and assessed the language learning skills of college students in public higher education institutions (HEIs) in Sulu, Philippines. Quota sampling (n=200) was carried out to sample the college students from four (4) different public HEIs in Sulu. Close-ended questionnaires were administered to determine the effectiveness of three different English language teaching methods—(i) Grammar-Translation Method, (ii) Direct Method, and (iii) Audio-Lingual Method. This study also analyzed the level of English language learning competence of college students based on their (i) listening skills, (ii) speaking skills, (iii) reading skills, and (iv) writing skills. Key findings indicated that different teaching methods, namely the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, each offered distinct advantages for language learning. In assessing the language learning skills of the students, the study found high competence across all four key areas: listening, speaking, reading, and writing. Inferential analysis indicated that the effectiveness of English language teaching methods can be correlated to the language competence of college students. Further studies shall be done to determine whether the teaching methods could directly influence the language skills of students.

Dr. Shery Eid Mohammed Abdulaal: Using The Passionate Teaching Model for Enhancing English Majors’ some Deep Learning Competencies

Dr. Shery Eid Mohammed Abdulaal: Using The Passionate Teaching Model for Enhancing English Majors’ some Deep Learning Competencies

대학생 학습역량 척도 타당화 연구

Objectives The purpose of this study was to establish related components and develop a scale to diagnose them in order to examine the learning capabilities of college students. Methods In order to develop a learning competency scale, previous research related to learning competency was reviewed and learning competency components were extracted into 3 cognitive, affective, and behavioral fators and 9 sub-factors. Next, preliminary questions developed based on previous research were revised and deleted through expert review, resulting in a total of 67 questions. As a result of the preliminary survey, the main survey was conducted with 66 questions, excluding one question that undermined reliability. Validity was verified by conducting exploratory and confirmatory factor analysis based on the responses of 358 college students at P University. Results As a result of exploratory factor analysis, in the cognitive factor, the explanatory amount of the three factors - metacognition, creative problem-solving ability, and comprehensive thinking ability - was 68.20%, resulting in 19 questions. In the affective factor, 13 questions were derived with an explanation amount of 64.73% with two factors, learning persistence and learning motivation. In the behavioral factor, 28 questions were derived with an explanation amount of 64.12% in three factors: learning strategy, collaboration·communication, and goal·time management. Confirmatory factor analysis was then conducted and a learning competency scale consisting of a total of 60 questions was developed. As a result of verifying reliability, Cronbach a was found to be good at .964. Conclusions The learning competency scale developed in this study will help learners understand their strengths and weaknesses in learning, and will serve as a basis for analyzing the performance of learning programs conducted at universities and feedback and improvement of the programs.

Student learning experience and competence development: a comprehensive study at USAMV Bucharest

This study conducted at USAMV Bucharest aimed to assess the satisfaction levels of students and alumni regarding their learning experiences and competence development within undergraduate programs. The research objectives included analyzing perceptions of learning quality and acquired competences, identifying success factors within the programs, hierarchizing acquired competences, and evaluating participation in extracurricular activities and services. A questionnaire - based approach was employed, gathering insights from 582 students and alumni. Findings revealed nuanced satisfaction levels across various facets of the educational experience, with participation in extracurricular activities significantly impacting overall perceptions. The study underscores the importance of continuous evaluation and improvement in delivering high-quality learning experiences and fostering competence acquisition. Recommendations include fine-tuning curriculum design, expanding extracurricular offerings, and strengthening career counseling services.

The Implementation of Electronic Portfolio Assessment in Learning Chemistry through Google Classroom to Increase Students’ Critical Thinking Skills

Assessment is crucial in evaluating the success of learning and student competencies. Among the essential 21st-century skills is critical thinking. Furthermore, technological advancements necessitate the integration of digital media in education, including assessment processes. One such digital assessment method is the electronic portfolio assessment using Google Classroom. This study aimed to examine the implementation of electronic portfolio assessment via Google Classroom to enhance students' critical thinking skills. The research employed a literature review approach, drawing data from books and online journals. Data collection involved gathering information from several books and online journals pertinent to the research topic. Primary data sources included articles published in national and international journals from 2012 to 2023. Content analysis was used to analyze the data. The study's findings indicate that electronic portfolio assessment, coupled with feedback, can enhance students' critical thinking skills. Additionally, the features integrated into Google Classroom can further stimulate students' critical thinking during the learning process. Therefore, it can be concluded that electronic portfolio assessment through Google Classroom effectively enhances students' critical thinking skills.

Nurturing early learners in the digital world: A parental perspective

In today’s contemporary society, parents need to prudently integrate digital devices into their children’s lives to nurture, and not hinder their holistic development. Normatively, a four- to six-year-old child is expected to achieve numerous developmental milestones, as outlined in the nurturing early learners (NEL) framework. The NEL framework classifies these milestones under various learning domains, skills and competencies, namely Aesthetics and Creative Expression, Discovery of the World, Language and Literacy, Motor Skills Development, Numeracy, and Social and Emotional Development. Through qualitative interviews conducted with 21 parents (14 mothers and 7 fathers) online who spoke about their four- to six-year-old children, this study investigated how parents wielded digital devices to foster their children’s development in these key domains, but deliberately ring-fenced their children from pernicious use.

TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital Environment

This study aimed to develop and implement a digital learning platform (DLP) for English language learners at the junior high school level in Thailand. The study emphasizes the necessity of customizing digital tools to individual needs and behaviors for effective implementation. The successive approximation model (SAM) (Herrholtz, 2020) was used for instructional design, focusing on rapid prototyping and continuous feedback. The DLP was meticulously designed to align with the Basic Education Core Curriculum 2008, the Common European Framework of Reference for Languages (CEFR), and reading literacy under the Programme for International Student Assessment (PISA). The architecture of the platform prioritized open standards and web services to ensure seamless integration and data exchange, although integration challenges were noted. Content and activities were acquired from the TIGA English teaching model, fostering various language skills through tasks (T), language input (I), genre (G), and authentic assessments (A). The TIGA-based DLP was implemented in 8 schools involving 7 teachers and 212 students. Questionnaires and group discussions were used to obtain participant feedback. The questionnaire data were analyzed quantitatively using means and standard deviations. The discussion data were analyzed qualitatively to identify themes. Positive feedback and challenges were revealed. Identified limitations include the need for additional learning activities, clearer teacher guidelines, and enhancements to the graphical user interface (GUI). These findings highlight the potential of the DLP to enrich English language learning and guide future enhancements in digital learning environments.

대학에서 비교과 협동학습 프로그램이 참여 학생의 학습역량에 미치는 효과에 대한 연구 - S대학 사례를 중심으로 -

대학에서 비교과 협동학습 프로그램이 참여 학생의 학습역량에 미치는 효과에 대한 연구 - S대학 사례를 중심으로 -

Virtual Simulation-Based Learning Competency Self-Evaluation Tool: A Methodological Study

Virtual Simulation-Based Learning Competency Self-Evaluation Tool: A Methodological Study

Navigating the Intersection: A Phenomenological Exploration of Physical Science Teachers Teaching Biology

This paper presents research on the lived experiences of physical science teachers teaching biology in junior high school. Previous research in teaching science in spiral progression approach identifies teachers‘ challenges and how they are overcoming them. This study adopted a phenomenological research design to provide a broader and in-depth insight into the specialized knowledge and understanding that physical science teachers possess about how to effectively teach biology to students. The findings informed that the orientation of the participants is practically didactic. Moreover, the overall PCK of the physical science teachers in teaching biology was adaptive or able to adjust to comply with the required learning competencies of teaching biology.

Supporting the development of cultural competence in the Brazilian Polish community

The article joins the discussion on the ways of shaping cultural competence in teaching and learning Polish as a foreign language. The pretext for the considerations is the implementation of the project "Polish language beyond borders" financed by the National Agency for Academic Exchange. The activities undertaken were aimed at strengthening the Polish community in Brazil, maintaining Polishness in the world, and increasing the level of knowledge of the Polish language and Polish culture (old and contemporary). The designed activities were built around the idea of popularizing Poland by presenting Lublin and the Lublin region as a region gathering "cultural elements of Polishness”. An additional challenge for the implementation of the title project was the outbreak of the pandemic, which resulted in the transfer of all activities to the virtual space. The article discusses the implemented activities, their attractiveness and effectiveness. The observations made are the basis for the formulation of general conclusions and postulates regarding the possibility of remote education of cultural competences as part of learning Polish as a foreign and inherited language.

PELATIHAN PERANGKAT PEMBELAJARAN BERBASIS ONLINE BAGI GURU RA-ISLAM NUR KOTA MEDAN

Most RA teachers still face challenges in developing online learning tools that suit children's needs. Technological skills and appropriate pedagogical approaches are determining factors for the success of online teaching at the RA level. The aim is to increase teacher competency, increase student involvement and change learning approaches. The methods that will be used are Initial Information Collection, Training Design, Training Implementation, Learning Tool Development, and Learning Tool Testing. an overview of the results that have been achieved as well as a discussion regarding the impacts and changes that occurred after attending the training. Community service in the form of online learning tool development training for RA teachers has had a significant impact in improving competence and skills in online learning. concluded that this training had a positive impact on the student learning experience, encouraging more active and interactive involvement. The results of the implementation are, More than 90% of RA teachers actively participate in all training sessions. The training modules are designed to provide an in-depth understanding of the basic concepts of developing online learning tools. RA teachers have developed online learning tools based on the modules provided. have been studied, the learning tools developed are tested with students. The results of the trials are used to make improvements and adjustments, producing devices that are more effective and suit the characteristics of young children.