Scientific Competence Research Articles

La gestión estratégica de los recursos humanos: una mirada desde las competencias en las ciencias humanas

The strategic management of human resources: a view from the competencies in the human sciences, addresses the complex relationship between human resources management and competencies in the human sciences. The research focuses on understanding the analysis of those key competences that foster professional performance in the field of human sciences. The importance of strategic management in the field of human management is highlighted, emphasizing learning and continuous development. The study also identifies challenges such as resistance to change and the relevance of training. The conclusion emphasizes the need for an integrated and collaborative approach to achieve a more humanized and effective management. This research is vital for the understanding and continuous improvement in the management of human talent, providing an enriched and multidimensional perspective in the context of the Human Sciences, thus fostering a more collaborative and resilient work environment.

Organization of competence-based training in the teaching of the Nature subject in general education schools

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

THEORETICAL ANALYSIS OF THE USE OF A STEM PROJECT FOR THE FORMATION OF ENGINEERING COMPETENCE IN THE FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY

The article presents the possibility of introducing STEM education in higher education institutions. The general concept of STEM education, which belongs to the advanced innovative educational systems of improving the level of education, in particular the formation of scientific, technological, engineering, mathematical, information and communication competencies, is revealed, the theoretical justification of the relevance of the STEM project for the formation of engineering competence in future teachers of labor training and technology is presented. Engineering competence is knowledge of the basics of technical sciences, practical engineering skills, the desire for engineering activities, professional and value interests, and methods of engineering and pedagogical design.Improvement of the Ukrainian education system is aimed at increasing the competitiveness of future graduates of educational institutions, which is due to by the implementation of the New Ukrainian School (NUS) Concept and driven by the development of scientific and technological progress. The main emphasis is on changing the methodology of education and on developing the ability to see and solve problems that are becoming more complex and global. As teachers are one of the main forces supporting progressive education, they are constantly improving their skills and knowledge.Having carried out a theoretical analysis, we realized that the formation of engineering competencies of future teachers of labor education and technology in higher education institutions is possible with the use of STEM projects. The introduction of STEM projects into the educational process involves mastering knowledge of the basics of engineering, acquiring practical engineering skills, striving for engineering activities, identifying professional and value interests, and techniques for engineering and pedagogical design.
 Keywords: teacher of labor training and technology; STEM project; STEM education; educational process; higher education institution; engineering competence; New Ukrainian School; creative project.

Experimental verification of the effectiveness of the pedagogical model of the formation of natural and scientific competence of future specialists in physical therapy and ergotherapy

The article presents the course and results of a formative experiment to test the effectiveness of a theoretically substantiated pedagogical model of forming the natural and scientific competence of future specialists in physical therapy and ergotherapy. The content, technologies, and mechanisms of the organization of the experimental study of natural and scientific training of future specialists are substantiated, an analysis of the effectiveness of the developed methodics at the relevant stages of natural and scientific training is conducted. The dynamics of quantitative and qualitative indicators of the formation of natural and scientific competence of future specialists in physical therapy and ergotherapy is analyzed on professional and orientative, fundamental professional and specialized professional stages of training. The concept of «competence of a physical therapist, ergotherapist», certified with a document on professional education, includes: competence in the field of theory in physical therapy and ergotherapy; competence in the field of modern rehabilitation technologies and methodics; competence in designing and rehabilitation systems; competence in professional interaction with participants of the rehabilitation process (members of the multidisciplinary team, patients, family members / caregivers of patients); competence in the field of theory and practice of research in the fields of physical therapy and ergotherapy; competence in medical innovations; competence in organization and management; competence in professional self-improvement.
 The effectiveness of the proposed model is verified through a system of criteria (personal and motivational, cognitive, integrative and substantial, informational and communicative, operational and activity orientated, health-keeping, and professional and reflexive); for each criterion, a number of indicators and levels (elementary, basic, sufficient and creative) of the formation of natural and scientific competence of future specialists are distinguished. Using statistical methods, the reliability of the obtained results and the correctness of the formulated hypothesis are confirmed.

The many paths for an open, participatory, and inclusive science

Watch VIDEO. Societies are facing unprecedented challenges due to human-induced climate change. In order to understand, cope with and halt global warming, we need to understand the science behind its causes and impacts and to identify reliable sources of information. Science and scientists play a crucial role in this process and are called to the forefront of new relational practices for engaging the public and helping citizens develop scientific competences to participate in contemporary societies. Empowering individuals with sustainable-oriented knowledge, skills and values is vital for an active citizenship towards sustainability. Moreover, promoting dialogic channels between science and society encourages a more critical view of current challenges and science-oriented attitudes. Participatory methodologies can play an essential role in this context as they entail the inclusion of citizens in research and/or knowledge production and a closer contact with local and global realities. I will discuss different paths taken in national and international research projects to promote the inclusion of citizens in science. I will focus on two examples. One related to how citizen science can be used in educational contexts to reconfigure schools as collaborative ecosystems, part of a network that connects teachers, students, and scientists, who share the responsibility to identify problems, think about possible solutions, reflect on existing knowledge, collect new evidence, and integrate different perspectives. Results show positive impacts on a personal and academic level, with participants declaring higher self-esteem and a deeper understanding of the scientific process and social and environmental issues. A second example concerns dialogical and arts-based strategies to include academic, political, and activist stakeholders in the public debate on the opportunities and challenges of biotechnology. These strategies are framed within a concept of engaged citizen social science, considering that engagement with science should be bidirectional, where both scientists and the public are committed to establishing an effective dialogue between different forms of knowledge to co-create new meanings and impacts for project outcomes. It is also rooted in interdisciplinary dialogues through interaction between the disciplinary fields of the partners and the individuals involved in the social dialogue to create a shared vocabulary and contribute to a transformative impact of the project on social realities. The planned art-based approaches to science will help facilitate participation through more dynamic, creative, and meaningful engagement and greater understanding of different worldviews, thoughts, and understandings. Preliminary results suggest a greater awareness of the different dimensions related to the development and (unanticipated) impacts of new technology by the scientists and the artists involved in this co-creation process.

Methodology and Organization of Professional Research and Academic Integrity in the Formation of a Modern Foreign Language and Literature Teacher

The study is devoted to the issue of methodology and organization of professional research and academic integrity (AI) in the formation of a foreign language and literature teacher. The purpose of the article is to characterize the role of the educational component «Methodology and organization of professional research and academic integrity» in the formation of the personality of a foreign language and literature teacher and his/her compliance with the principles of AІ, to offer methodological advice for studying the course, to reveal the policy of academic integrity in higher education institutions on the example of Hryhorii Skovoroda University in Pereiaslav. Methods. To achieve the goal, the author used the following methods: theoretical (analysis, synthesis of normative and scientific-pedagogical sources) and empirical (observation of the educational process). Results. The author considers that the study of the educational component «Methodology and organization of professional research and academic integrity» by students of the second (master's) level of higher education under the Еducational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» to be an important element of their professional training as highly competent teachers of foreign language and literature and a necessary tool for countering violations of AІ principles. The main elements of the course were considered (goal, tasks, general and professional competences that are formed during study, program learning results, content components of the course, a list of indicative topics and tasks for independent work, etc.), the certain methodical tips for studying the course are offered, the policy of academic integrity in Higher Education Institutions on the example of Hryhorii Skovoroda University in Pereiaslav are defined. Then article states that Higher Education Institutions have a number of documents that highlight the policy, standards and procedures for compliance with academic integrity, certain tools are in place to counter AІ violations, and a set of preventive measures is used. Conclusions. The educational component «Methodology and organization of professional research and academic integrity» for applicants of the second (master's) level of higher education under the Educational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» is an important element of their professional training, which together with other components of the Educational programs and certain tools of the higher education institution to counter violations of academic integrity, with the support of non-formal education and self-control regarding compliance with the principles of AІ, will be able to ensure the formation of the future foreign language and literature teacher as a highly competent scientist, professional and virtuous pedagogue. A detailed study of online services for assistance in processing the results of professional research of future foreign languages and literature teachers is defined as the perspective of further investigations.

Scientific Method-Based Pedagogical Competence Reflection for Improving Teacher Professionalism

This study investigated the effect of scientific method-based pedagogical competence reflection (SMBPCR) to improve teacher professionalism in Bandar Lampung schools, in Indonesia. This study used a quasi-experiment with pretest-posttest experimental designs on three groups of teachers carried out over six months. Purposive sampling was used to recruit 18 teachers as samples with three criteria: Bachelor of Education degree in Primary Teacher Education, primary classroom teachers, and three groups of teaching experiences. Data were analyzed using the nonparametric test with two related samples. Results showed that there is an average increase from 2.49 to 3.54 statistically therefore the SMBPCR could improve teacher professionalism significantly. 
 
 Received: 5 July 2023 / Accepted: 24 August 2023 / Published: 5 September 2023

Enhancing Electrochemical Performance of Stretchable Li-Ion Microbatteries by Tuning Microstructured Electrode Dimensions

With the spectacular rise of wearable technologies, R&D on microbatteries is rapidly emerging on the world market. For example, smart electronic textiles require new features and battery designs that traditional battery technologies simply cannot provide. This has opened the door to innovation and added a new dimension to the global competition in battery research.1 The potential sector that can be impacted includes Internet of Things (IoT), healthcare (skin patches, medical sensors, medical diagnostic devices), smart cards, etc. To date, the soft microbattery technology is still in its infancy because it requires the pooling of complementary knowledges in different scientific domains. Indeed, key competences in microelectronics, materials science, electrochemistry, polymer, and inorganic chemistry have to be gathered to overcome all technical challenges. Recently, we have reported a new concept for the development of stretchable Li-ion microbatteries.2-4 A prototype has been also integrated in a scleral eye contact lens5. The innovative approach is based on the assembly of two flexible substrates comprising arrays of micro-pillars on serpentine current collectors that are separated by a polymer electrolyte. Besides achieving high areal capacity values like 2.5 mA h cm-2 at C/10 (i.e., 0.07 mA cm-2), the micropillars make the system reversibly stretchable. Electrochemical tests revealed excellent performance when the stretchable micropower source was subjected to different mechanical strains. Indeed, 73% of the capacity is retained over 100 cycles under 30% strain and all fatigue tests showed that capacity retention remains higher than 70%. Preliminary results have shown the possibility to power low-consumption devices such as a light emitting diodes. It will be also discussed the parameters and treatments that have been investigated to increase the capacity and optimize the systems.6 During this presentation, it will be also presented how to achieve the RF wireless charging of the battery.

Implementation of Personal Digital Inquiry Assisted by Infographics to Increase Science Literacy in Ecosystem Materials

This type of research is a quasi-experimental study,the research subjects were 70 Grade X students of SMAN X Cimahi. The purpose of this study was to see the effect of applying the Infographic-assisted Personal Digital Inquiry learning strategy on scientific literacy. The results of implementing an infographic-assisted personal digital inquiry learning strategy for science literacy test, the experiment class about indicator explaining the phenomenon scientifically has changed the medium category with an average value 65.14. For indicators evaluating and designing scientific questions even though there is the average value 54.28 still in the medium category on the results. And then, the average value of each indicator aspect of scientific literacy competence has changed, namely the indicator of interpreting data and evidence scientifically from the high category with an average value of 80.6. The Gain score obtained by the experimental class around 69.2% shows that these results are quite effective in learning. This can be seen from the Asymp value. Sig. (2-Tails) ranging from 0.000 <0.05, meaning that there is a significant differences in students' scientific literacy abilities using infographic-assisted digital personal inquiry learning strategies.

Structure of Science Teacher Education in PISA Leading Countries: A Systematic Review

Within the surveys of the PISA study since 2001, large differences between the performance of the 15-year-old students in the scientific domain have become apparent. German students were able to improve their performance to a limited extent in the past surveys, despite extensive educational reforms. Despite the improvement in performance, Germany has not been able to catch up with the PISA-leading countries. Therefore, the question arises in regard to how teacher education in PISA leading countries (Canada, Finland, Japan, Singapore) is structured. The selection of the countries is based on best possible achieved results in the scientific competence area as well as in another competence area by the selected countries. A systematic review was conducted to clarify the structure as well as relevant content issues. The results indicate various possibilities for adaptation for German teacher education.

Role of inductive reasoning, gender, learning satisfaction, and educational and career preference in predicting scientific competency in high school

Scientific competency has been known for its role as a core component of science education. Numerous studies in education have suppoerted the development of scientific competency and demonstrated that analysing certain predictors and associated variables can provide better information for developing it. The current study explores the effect of certain predictors of scientific competency: inductive reasoning, gender, learning satisfaction, and educational and career preference. We recruited high school students (n = 613) in Indonesia, who completed online scientific competency and inductive reasoning tests, and questionnaires on learning satisfaction and educational and career preference. The scientific competency and inductive reasoning tests demonstrated acceptable construct validity and an acceptable Rasch fit index (with an infit mean square value ranging from 0.86 to 1.29). The results indicate that scientific competency is associated with inductive reasoning (β = 0.63, p < 0.01) and is slightly affected by gender. In addition, we found small effects of education preference and learning satisfaction on inductive reasoning, whereas career preference is strongly related to educational preference. These findings supported the claim that the development of scientific competency in high school should involve inductive reasoning and other predictors. Future research perspectives include exploring how other educational variables and strategies influence the development of scientific competencies.

Scientific Literacy in Hybrid Learning with the STEM Approach for the Students of Primary School Teacher Education

Scientific literacy is essential in improving students' skills to deal with the rapid development of science and technology. This quantitative descriptive research aims to: obtain information about the scientific literacy skills of prospective elementary school teacher students in hybrid learning with a STEM approach at a university in Indonesia. The sampling technique in this research applied convenience sampling involving 101 students of semester two as the subjects. The scientific literacy of primary school teacher candidates was collected using a self-developed, multiple-choice questionnaire following the scientific literacy competence of PISA, and it has been validated, achieving a score of 3.50 (perfect category). The results of this research show that scientific literacy of the 2nd-semester students of the primary elementary school teacher department is categorized as low with an average value of competency one is 53.96% (low category), competency 2 is 56.19% (low category), and competency 3 of 63.61% (medium category) so that the overall average of the three competencies is 57.92% (low category). Following up on the findings of this research, the scientific literacy of primary school teacher candidates in hybrid learning with a STEM approach can be further optimized by paying attention to the design of lesson plans, learning modules, and the implementation of a STEM-based learning approach.

Master’s qualification thesis on french language teaching methodology as an indicator of the formation of the scientific and research competence of higher education acquires

The article examines the qualification work of the master’s degree in the French language teaching methods as an indicator of the formation of scientific and research competence of students of higher education. The stages of writing and defense of the master’s thesis, knowledge and skills that are components of scientific and research competence and mastered by master’s students at these stages are defined. The research was conducted based on the results of the writing and defense of 21 qualification papers on the methodology of teaching the French language in institutions of higher education, defended during the last ten years under the scientific guidance of the author of this publication. In different years, the Master’s qualification papers on the methodology of teaching the French language were completed by students of higher education who studied in the specialty 8.02030302 Language and literature (French) and in the educational program “French language, second Western European language, foreign literature, methods of teaching foreign languages and cultures in institutions of higher education” specialty 014 Secondary education. The generalized results of the writing and defense of master’s qualification papers on the methodology of teaching the French language allow us to state the formation of scientific and research competence of future teachers of the French language. The theoretical substantiation of the levels of formation of scientific and research competence of future teachers of the French language, the development of criteria and tools for their determination constitute the perspective of further research.

دور الجامعات العُمانية في تنمية كفايات البحث العلمي لدى طلبة الماجستير من وجهة نظرهم

The current study aimed to identify the role of Omani universities in developing the competencies of scientific research among master’s students from their perspectives. The study relied on the descriptive approach. A questionnaire was built consisting of (33) items. The final sample of the study was (145) students, studying in Omani universities during the academic year 2020/2021. The study concluded that the role of Omani universities in developing the competencies of scientific research among master’s students from their perspectives came at the “medium” level. The role of Omani universities in developing the personal competencies of master's students ranked first at a "large" level, while in the rest of the competencies (cognitive, procedural, technological, and linguistic) came at a "medium" level. The results of the study also revealed that there were no statistically significant differences at the significance level (α≤0.05) for the role of Omani universities in developing scientific research competencies among master’s students due to the variables of gender and academic segregation in the program. There were statistically significant differences in the fields of personal and technological competencies due to the type of study sabbatical in favor of full time. There were no statistically significant differences in the rest of the fields. The study recommended organizing forums and programs aimed at developing scientific research competencies for master's students, and paying attention to including research competencies in most academic courses, and not limiting them to the educational research methods course. هدفت الدراسة الحالية إلى التعرف على دور الجامعات العمانية في تنمية كفايات البحث العلمي لدى طلبة الماجستير من وجهة نظرهم. واعتمدت الدراسة على المنهج الوصفي، كما تم بناء استبانة مكونة من (33) فقرة. وبلغت عينة الدراسة النهائية (145) طالب وطالبة الدارسين في الجامعات العمانية خلال العام الأكاديمي 2020/2021م. وتوصلت الدراسة إلى أن دور الجامعات العمانية في تنمية كفايات البحث العلمي لدى طلبة الماجستير من وجهة نظرهم جاء في المستوى "المتوسط". وقد جاء دور الجامعات العمانية في تنمية الكفايات الشخصية لدى طلبة الماجستير في المرتبة الأولى بمستوى "كبير"، بينما في باقي الكفايات (المعرفية، والإجرائية، واللغوية، والتكنولوجية) جاء بمستوى "متوسط". كما كشفت نتائج الدراسة أنه لا توجد فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05≥α) لدور الجامعات العمانية في تنمية كفايات البحث العلمي لدى طلبة الماجستير تُعزى لمتغيري الجنس والفصل الأكاديمي في البرنامج؛ ووجود فروق ذات دلالة إحصائية في مجالي الكفايات الشخصية والكفايات التكنولوجية تعزى لنوع التفرغ الدراسي لصالح التفرغ الكلي، وعدم وجود فروق في باقي المجالات. وأوصت الدراسة بتنظيم ملتقيات وبرامج تهدف إلى تنمية كفايات البحث العلمي لدى طلبة الماجستير، والاهتمام بتضمين الكفايات البحثية في أغلب المقررات الدراسية، وعدم اقتصارها على مقرر مناهج البحث التربوي.

Mississippi Career and Technical Education Teachers’ Perception Toward Implementing a Food Science Toolkit Designed to Increase Food Science Curriculum Use in Mississippi

A pilot test implementing a food science toolkit designed to increase student awareness, interest, and knowledge of food science academic and career pathways in Mississippi Career and Technical Education (CTE) courses was conducted to determine teachers’ perceptions of the food science education resources. After implementing the food science toolkit in their CTE course, four teachers individually participated in a semi-structured interview to capture each teacher’s detailed experience implementing the food science toolkit. The results of this study revealed that teachers are interested in teaching food science at the secondary education level to increase student knowledge of food science and enhance student performance at the FFA food science career development event. Teachers also revealed their positive experience implementing the food science toolkit and their intentions to continue to use the food science toolkit in their CTE courses to further increase their exposure to food science competencies. Teachers perceived that the food science toolkit increased student exposure to, engagement in, and interest in food science academic and career pathways, which encourages students to select and pursue a career in food science.

Implementation of guided inquiry model to improve students science literacy on earth and their satellites material

This study aims to describe the results of implementing the guided inquiry model to scientific literacy in the Earth and Satellite material. The type of research used is descriptive through the design pretest-posttest with one group. The subjects in this study were 36 students in class VII-A at Junior High School 1 Wonoayu Sidoarjo, even semester of the 2022/2023 academic year. Data collection techniques using observation, tests, and questionnaires. The research instruments included learning implementation observation sheets, scientific literacy tests, and student response questionnaire sheets. The test results were analyzed using paired t-test and counting effect size. The results showed that implementing learning using the guided inquiry model on the Earth and Satellite material obtained very well-implemented criteria with mode 4. The student's scientific literacy skills had increased, as evidenced by the paired t-test results of 0.000 and the calculation effect size of 1.823. Students' scientific literacy level after most learning is at level 4. The most significant increase in scientific literacy competence is in the indicator of explaining phenomena scientifically at 27.08, then the indicator of interpreting data and evidence scientifically at 23.15, and the indicator of designing and evaluating scientific investigations at 6.29. The learning process using the guided inquiry model on Earth and its satellite material was also very well received by students, with 66.67% of statements in mode 4. Based on the description above, implementing the guided inquiry model can increase students' scientific literacy in the Earth and Satellite material.

EXECUTIVE SUMMARIES OF TEACHER’S ABILITY ON TPACK IN NORTH SUMATERA: PRELIMINARY RESEARCH ON THE DEVELOPMENT OF SCIENCE LITERACY-BASED LEARNING MODELS

To be able to teach scientific literacy to students, teachers need scientific literacy competencies and are in line with TPACK (Technological Pedagogical Content Knowledge) competencies. This research was initial research in the development of learning models which aims to determine the extent of the TPACK abilities of science teachers in North Sumatra. The method used in this study was a qualitative descriptive method by describing data in the form of numbers and direct interviews. The instrument used was TPACK multiple choice questions that had been previously developed and proven valid to be able to measure the TPACK ability of science teachers which consisted of 40 questions. The research sample was determined by purposive sampling method. From the sampling results, 20 science teachers were selected from 10 junior high schools in North Sumatra

Systematic Literature Review: Analysis of the Use of Website-Based Physics Learning Devices to Support Students' Abilities in Learning Physics in High Schools

Purpose of the study: This study aims to determine students' abilities with the use of web-based physics teaching materials at the high school level.&#x0D; Methodology:This research is a qualitative research with a systematic literature review research method. The population in this study were 55 articles obtained from Google Scholar with publications ranging from 2017 to 2022. Meanwhile, the sample in this study were 10 articles related to the title of this study.&#x0D; Main Findings: Through the analysis and review of the articles carried out, it can be seen that website-based physics teaching materials are a form of innovation that teachers can use to support physics learning. The use of website-based physics teaching materials can support the ability to think creatively, independent learning, scientific literacy skills, learning outcomes, and competency achievement.&#x0D; Novelty/Originality of this study: The novelty of this research is the discovery of an innovation for educators in achieving learning objectives and supporting students' abilities, namely through the use of website-based physics teaching materials in high school physics learning which is a good innovation used to help teachers achieve learning goals and support students' abilities.

Assessment of learning health system science competency in the equity and justice domain.

Seven knowledge domains were originally defined for the learning health system (LHS) scientist. To assess proficiency in each of these domains, we developed and published an assessment tool for use by emerging LHS scientists and training programs. (LHS, October 2022). In mid-2022, the AHRQ adopted an eighth LHS knowledge domain, Equity and Justice. The addition of this eighth domain emphasizes the importance and centrality of equity in the LHS and improvement science. To extend our prior LHS competency assessment, we developed a proficiency assessment for the new equity and justice domain. Content experts and trainees iteratively defined, reviewed, and edited the assessment criteria. The items were developed by trainees and experts at one LHS training center with experience conducting research focused on healthcare inequities among marginalized populations. The proficiency assessment criteria for the Equity domain apply the same four levels of mastery: "no exposure," "foundational awareness," "emerging," and "proficient" as were used for original competencies. LHS training programs can use these proficiency criteria to monitor skills among emerging scientists across the eight domains, with particular attention to equity and justice.

EUFOREA summit in Brussels 2023: inspiring the future of allergy & respiratory care.

In March 2023, the European Forum for Research and Education in Allergy and Airways diseases (EUFOREA) organized its bi-annual Summit in Brussels with expert panel members of EUFOREA, representatives of the EUFOREA patient advisory board, and the EUFOREA board and management teams. Its aim was to define the research, educational and advocacy initiatives to be developed by EUFOREA over the next 2 years until the 10th anniversary in 2025. EUFOREA is an international non-for-profit organization forming an alliance of all stakeholders dedicated to reducing the prevalence and burden of chronic allergic and respiratory diseases via research, education, and advocacy. Based on its medical scientific core competency, EUFOREA offers an evidence-supported platform to introduce innovation and education in healthcare leading to optimal patient care, bridging the gap between latest scientific evidence and daily practice. Aligned with the mission of improving health care, the expert panels of asthma, allergic rhinitis (AR), chronic rhinosinusitis (CRS) & European Position Paper on Rhinosinusitis and Nasal Polyps (EPOS), allergen immunotherapy (AIT) and paediatrics have proposed and elaborated a variety of activities that correspond to major unmet needs in the allergy and respiratory field. The current report provides a concise overview of the achievements, ambitions, and action plan of EUFOREA for the future, allowing all stakeholders in the allergy and respiratory field to be up-dated and inspired to join forces in Europe and beyond.