Competence In Education Research Articles

Challenges and Problems of Rural Entrepreneurship in India

Rural entrepreneurship is now a significant possibility for those who relocate from rural or semi-urban areas to urban settings. On the contrary, it is also true that the majority of rural businesses face numerous challenges due to a lack of essential amenities in rural parts of developing countries such as India. Lack of education, financial constraints, limited technical and conceptual competence, and other factors make it difficult for rural entrepreneurs to create industries in remote areas. This paper makes an attempt to find out the Problems and Challenges for the of Rural Entrepreneurship. It also focuses on the major problems faced by rural entrepreneurs especially in the fields of Marketing of products, financial amenities and other primary amenities, i.e. availability of electricity, water supply, transport facilities and required energy etc

THE PROBLEM OF DEVELOPING THE RESEARCH COMPETENCE OF SPECIAL EDUCATORS

The article deals with the problem of developing the research competence of special educators. The article analyzes foreign and domestic experiences in the development of research competence. The essence of the concept of research competence is revealed, and its features and capabilities are defined and disclosed. The characteristics of the concepts of competence, competence approach, and research competence are given. Research competence is the formation of skills necessary for carrying out research activities, and the presence of motivation for scientific activity It is characterized by achieving the result necessary to achieve the set goals, planning, designing, conducting research, discussing and demonstrating their results. Research objectives: to identify the theoretical and methodological foundations of the problem of developing the research competence of special teachers; to systematize the methodological foundations of the problem of developing the research competence of special teachers. The purpose of the study: theoretical methodological substantiation of the problem of developing the research competence of special teachers, the development of a methodology and experimental verification of its effectiveness. In order to identify the effectiveness of the problem of developing the research competence of special teachers, an ascertaining experiment and a questionnaire survey of students were conducted. Based on the results of the survey, the levels and content of the problem of developing the research competence of special teachers were determined. The results have been verified and displayed on the chart.

Norwegian science teacher educators’ views of the master’s thesis and the supervision process

ABSTRACT The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

Principles of Teachers’ Multicultural Competences Development in the Art Cycle Disciplines

Multicultural competencies in education refer to the knowledge, skills, and attitudes that enable teachers to effectively engage with students from diverse cultural backgrounds. In the context of art cycle disciplines, these competencies are particularly significant because art, in its various forms, is a powerful medium for expressing cultural identities, values, and traditions. Educators with strong multicultural competencies can help students appreciate and understand the rich tapestry of global cultures, fostering respect and empathy in the classroom. The article aims to determine the methodological principles of the development of multicultural competencies of teachers in the disciplines of the art cycle, how to develop multicultural competencies for students in the modern world, and prepare them for practical activities in the future. The methodology involves a systematic approach, which provides: a comprehensive literature review, defining research questions and hypotheses; outlines the general strategy of the research; an in-depth analysis of individual practices of developing the multicultural competence for teachers in the disciplines of the art cycle oriented to international/global projects such as "One Belt, One Road"; selection of successful practices for imitation and adoption (implementation); data analysis; conclusions and recommendations. Results. Art cycle disciplines explore the role of culture in personality development, emphasising the need for the constant development of students’ worldviews and the search for methods to prepare for multicultural competence development. By prioritising students’ perspectives and taking into account changes in the cultural environment, teachers can develop cultural sensitivity, a cornerstone of multicultural competencies. Conclusions. International experience and individual practices show that the following activities can be very effective: in-service workshops and professional development seminars specifically focused on multicultural education; creating learning communities where teachers and stakeholders (potential employers) can share their experiences, resources and strategies; encouraging teachers to use interdisciplinary approaches; participation in cultural immersion programs can significantly improve teachers’ understanding of different cultures; encouraging teachers to reflective practice and self-assessment; methodical support for curriculum development, which includes various cultural perspectives, etc.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Analysis of the Construction of Core Literacy of Students in Vocational Undergraduate Education

Vocational undergraduate education has evolved from its initial stages to a full-scale implementation, achieving historic milestones along the way. However, its appeal still lags significantly behind that of general education. The development of students’ core competencies in vocational undergraduate education faces several challenges, including the need for improvements in top-level design, a stronger focus on connotation development, and an upgraded linkage mechanism. To address these issues, it is suggested to refine the top-level design, enhance internal motivation, and build a robust vocational education ecosystem.

Study on the Current Challenges and Solutions in Adolescent Family Education

This paper examines the key challenges in adolescent family education, drawing from both domestic and international research. Through comparative and literature analysis, it explores the differences in family education approaches across various cultural and socioeconomic contexts, highlighting their profound impact on adolescent development. The findings reveal significant disparities in educational concepts, practices, and content, especially between urban and rural areas, as well as among families with varying parental education levels. To address these challenges, the paper proposes strategies to strengthen school-family collaboration, enhance parents' educational competencies, and improve the family education environment. These strategies aim to foster the holistic development of adolescents' physical and mental well-being. The study offers valuable insights for educators, policymakers, and researchers in the field of adolescent education.

The Role of Managerial Competencies in Higher Education: Navigating Current Transformational Trends

Objective: This study investigates the managerial competencies required in the field of higher education in response to contemporary transformational trends. The main goal is to explore how these competencies are shaped by the ongoing digital transformation, strategic management approaches, and the shift towards entrepreneurial university models. Theoretical Framework: The research draws on key concepts related to digital leadership, human capital development, and Agile management. Theories of educational management and models of intellectual capital are employed to frame the investigation and provide a comprehensive understanding of the changing dynamics in higher education. Method: A qualitative and mixed-methods approach was utilized, incorporating data from reports, surveys, and contemporary studies on digital competencies, hybrid learning, and leadership in educational institutions. The study includes both theoretical analysis and empirical data collection through case studies and expert assessments. Results and Discussion: The findings reveal that digitalization and the transition to blended learning environments are driving the need for new managerial skills. These skills include digital leadership, strategic decision-making, and the ability to balance traditional and online educational models. The discussion highlights the importance of flexible management approaches, such as Agile, in addressing these emerging challenges. Research Implications: The study provides practical and theoretical insights into how higher education institutions can adapt their leadership strategies to meet the demands of digitalization. These findings have implications for educational policy, institutional governance, and the development of leadership training programs. Originality/Value: This research contributes to the growing body of literature on higher education management by offering a fresh perspective on the evolving competencies required in today’s digital age. The value lies in its focus on the intersection of digital transformation and managerial competencies, offering practical solutions for enhancing leadership in higher education.

Exploring linguistic and cultural barriers in literary translation: an analysis of undergraduate students' strategies and challenges in translating Albanian texts into English

Purpose: Investigate the challenges undergraduate students face when translating Albanian literary texts into English, focusing on the cultural and linguistic considerations that impact the translation process and the concept of translation loss. Methodology: Qualitative analysis of the translation methods used by non-English-speaking students, examining the types of cultural loss, challenges, and solutions encountered. Data were collected by studying translated excerpts from the Albanian literary work "Prilli i Thyer" (Broken April), with attention to the strategies employed by students to address translation challenges. Findings: Students predominantly used literal translation, resulting in implicit, modified, and complete cultural losses. Key challenges included translating Albanian cultural words, idiomatic expressions, and grammatical differences. Despite these challenges, students demonstrated proficiency and versatility in literary translation, employing strategies such as adaptation, direct translation, borrowing, and omission. Implications: The findings highlight the need for enhanced cultural competence and linguistic skills in translation education. Recommendations include using Albanian-Albanian dictionaries and a deeper engagement with Albanian culture to improve translation accuracy and reduce cultural loss. Recommendations: Students should be encouraged to develop a comprehensive understanding of the source culture and to utilize creative translation solutions. Peer collaboration and feedback are also recommended to refine translation skills and strategies. Conclusion: This research contributes to the field of translation studies by shedding light on the intricacies of translating Albanian literature into English. It underscores the importance of cultural sensitivity and linguistic proficiency in producing accurate and culturally resonant translations, ultimately fostering a more interconnected and diverse literary world

Defining the Effect of Teachers’ Medical History on their Inclusive Teaching Practice: Analyzing Feelings of Competence and Knowledge in Inclusive Physical Education

Background. The process of including special students in the school system has prompted a comprehensive examination of strategies to ensure equity in school justice, the quality of learning, and the harmonious development of students’ potential. The efficacy of these strategies is contingent upon the life experiences and medical backgrounds of the educators in question. Objectives. The study aimed to evaluate the extent to which personal and family medical histories impact teachers’ sense of pedagogical competence (TSPC) and their knowledge (TK) of students’ physical activity management. Materials and Methods. The methodology entailed the distribution of an online questionnaire to 339 physical education and sports (PE) teachers, comprising 159 females and 180 males over the age of 21, employed in public schools at the high school and middle school levels. The measurement instrument consisted of four sections: socio-demographic characteristics, personal and family background, sense of pedagogical competence, and teacher knowledge. Results. The findings indicate a notable prevalence of diseases such as obesity and diabetes in males compared to females, with a significant predominance in older people. It is demonstrated that gender has a particular influence on TSPC and TK in managing hypertensive students. Furthermore, older teachers and those employed in urban settings tend to exhibit greater self-efficacy, despite the absence of a statistically significant association between their initial PES training and TSPC and knowledge outcomes. There is a positive correlation between TSPC and teacher knowledge. Conclusions. To sum it up, older teachers are more susceptible to developing illnesses such as diabetes, hypertension, and obesity. This medical history has a significant impact on the development of inclusive skills and knowledge of school-related pathologies.

Redefining professionalism to improve health equity in competency based medical education (CBME): A qualitative study

Purpose There is a pressing need to address all forms of anti-oppression in medicine, given systemic harm and inequities in care and outcomes for patients and health care professionals from equity-deserving groups. Revising definitions of professionalism used in competency-based education can incorporate new professional competencies for physicians to identify and eliminate the root causes of these inequities. This study redefined the CanMEDS Professionalism definition to centre perspectives of equity-deserving groups. Methods In this qualitative study there were two phases. The authors conducted individual semi-structured interviews with participants representing equity-deserving population groups to understand their perspectives on and iteratively build a definition of medical professionalism. Then, the authors undertook a consensus-building process, a modified nominal group technique, using focus groups with community members from equity-deserving groups and healthcare providers to verify findings and arrive at an updated definition of medical professionalism. Results Four main themes were identified: 1) healthcare at the margins; 2) equity-oriented domains of professionalism; 3) structural professionalism; and 4) supporting improved professionalism. These themes were incorporated into a consensus-based definition of medical professionalism, with a focus on anti-oppression, anti-racism, accountability, safety, and equity. Conclusions The authors propose a new definition of medical professionalism that embeds anti-oppression, including anti-racism, as critical competencies in clinical practice and education.

Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study

AimTo evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill. BackgroundTo advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development. DesignA quasi-experimental study using a pretest-intervention-posttest design with a control group. MethodsThis study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05. ResultsFollowing the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05). ConclusionBoth teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

No Evolution Without Revolution: Historical Revelations for LIS Education

As the field evolves and adapts to emerging technologies and societal changes, the rich historical context and radical changes that have shaped libraries and information systems risks being overshadowed. This SIG panel presentation will feature presentations ranging from understanding the role of caucuses in the LIS field, using creative storytelling to illuminate LIS history, and how AI will impact our ability to tell, know, and make history. Following the presentations, we expect to have a conversation about how we preserve and share LIS history in the face of technological change. National Associations of Librarians of Color Provides Historical Context to Teach Social Justice Work - Long Before DEI and social justice were integrated into statements, core principles, standards, or competencies for LIS education, there were efforts conducted by BIPOC library leaders who moved the needle in the profession by establishing professional associations that represented their communities. This presentation makes the connection between diversity efforts in LIS history and LIS pedagogy, by proposing the use of the specific historical context of social movements to substantiate and inform the social justice work that current LIS graduates will encounter. Demystifying the Past to Examine the Present and Shape the Future: Historical Research and Creative Storytelling in LIS Education - Ely-Ledesma Unpacking the complicated history of libraries in the United States, and recognizing historical threads that connect past to present, is vital as the profession continually adapts to emerging technologies and societal changes. When considering implementing historical perspectives into LIS education, we must ask a basic question: How can we infuse historical perspectives into LIS courses in an effective way? Historical research and creative storytelling are one way to address this question. To this end, I propose a three-step process for a project suitable for foundational courses or courses on library history. Teaching the History and the Evolution of the Information and Knowledge Profession - Hawamdeh According to Marcus Garvey “A person without the knowledge of their past history, origin, and culture is like a tree without roots." Understanding the LIS history, evolution and the radical changes is a key to the continued transformation of the information and knowledge profession. The continued expansion, evolution, and the emergence of concepts such as knowledge management, data science and generative AI are raising questions like how these concepts are related to LIS, how can they be woven into LIS curriculum, and how historical perspectives can be used to shape the future of the information and knowledge profession.

Enhancing Basic Education Quality through the Implementation of the Regional Medium-Term Development Plan in Oil-Rich Areas

This study investigates the implementation of basic education quality improvement policies in Balikpapan City, a region known for its pivotal role in Indonesia’s oil industry, often referred to as an oil-rich area. The research aims to assess the effectiveness of the Regional Medium-Term Development Plan (2021-2026) in addressing educational quality, considering the city's economic dependence on oil. Adopting a qualitative approach, the study focuses on the Department of Education and Culture in Balikpapan, engaging key informants to evaluate the efficacy of policy implementation. The analysis framework encompasses an evaluation of policy standards, resources, inter-organisational communication, and the characteristics of the implementing agencies. The findings reveal that, while considerable progress has been made in enhancing educational facilities and teacher competencies, challenges persist due to the city’s heavy reliance on the oil sector and its impact on local resources. Furthermore, the study explores the relationship between these challenges and Sustainable Development Goal (SDG) 4 (quality education) by addressing disparities in resource allocation and the city's limited capacity for economic diversification. The research recommends the integration of more diverse data sources, continuous monitoring, and deeper analysis of the social and economic impacts to further improve educational outcomes. Balikpapan's economic context, as an oil-dependent city, significantly influences its ability to implement and sustain effective educational policies, highlighting the necessity for balanced development strategies aligned with broader SDGs.

Virtual exchange in times of crisis: Exploring framework of competencies for educators

Virtual exchange in times of crisis: Exploring framework of competencies for educators

How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction

This study investigates factors influencing artificial intelligence (AI) competencies in higher education for sustainable development using learning theories. Utilizing a mixed-method approach, it analyzes responses from 525 students and interviews with 35 faculty members from five Indian universities. The study employs confirmatory factor analysis (CFA) and structural equation modeling (CB-SEM) to explore relationships between various learning approaches and AI competencies. Findings indicate that collaborative learning, problem-solving, and cognitive competence significantly contribute to AI proficiency. Human-tool collaboration and self-learning also enhance students' understanding of AI concepts, fostering strategic decision-making in business contexts. Additionally, thematic analysis from qualitative interviews identifies critical themes for developing an AI curriculum framework, including curriculum design, pedagogical strategies, ethical considerations, and global perspectives. The research provides an integrated theoretical model and offers practical recommendations for enhancing AI education, emphasizing the importance of interdisciplinary collaboration and ethical AI usage in management education.

The attitude of the Bashkortostan clergy to spiritual and educational activities

The article examines spiritual and educational activities as one of the conditions for solving the strategic task of protecting traditional spiritual and moral values. Ministers (staff, volunteers) of religious organizations are considered as potential specialists in the field of spiritual and moral education. The Bashkortostan clergy expressed their attitude towards a new type of non-religious activity by taking part in a specially designed survey. The study showed that the clergy of the Republic of Bashkortostan, considering themselves as the carriers of spiritual and religious knowledge, are able to share their experience with parishioners. They are also ready to develop in the younger generation the skills of a religious way of understanding the world. Moreover, they are able to instill the values of religious doctrine, have experience in conducting educational events and reveal high readiness to conduct educational activities. But at the same time they understand that they are able to partially satisfy educational needs and interests in the field of religious cultures. The identified high need of the clergy for mastering spiritual and educational competencies leads the researcher to the conclusion that it is necessary to include a special course in the training of Orthodox and Muslim higher educational institutions, and, moreover, to develop a master’s program in “Spiritual and Moral Education.”

Implementasi Kurikulum Merdeka di Lombok NTB: Peluang, Tantangan dan Strategi

Curriculum changes are an integral part of efforts to improve the quality of education. The "Kurikulum Merdeka" (Independent Curriculum) is the latest innovation implemented by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek). This curriculum is designed to provide deeper learning experiences and focuses on strengthening students' competencies and character development. This study aims to analyze the implementation of the Kurikulum Merdeka, identify opportunities and challenges, and outline strategic steps to leverage opportunities and overcome challenges in implementing the Kurikulum Merdeka at Elementary School (SDN) 1 Sandik and Elementary School (SDN) 1 Meninting. This research employes a descriptive qualitative approach, using a case study methodology. Data collection procedures include interviews, observations, and documentation. The data analysis technique utilized was qualitative analysis. The results of this study indicate that: 1) the implementation of the Kurikulum Merdeka in both schools began with understanding government regulations, followed by preparing documents such as the Operational Curriculum of Educational Units, creating teaching modules, project modules, and assessments. 2) The opportunities available to both schools include policies from the central and local governments regarding funding for the Kurikulum Merdeka, and support from school principals, teachers, and parents to back various programs. However, challenges arise from human resources (educator competencies). 3) The strategic steps taken by both schools to leverage opportunities and address challenges include maximizing the school's learning community to discuss the Kurikulum Merdeka, organizing workshops, participating in webinars, and undergoing independent training via the "Platform Merdeka Mengajar" application.

DIGITAL TRANSFORMATION OF ECONOMIES THROUGH TECHNOLOGY, EDUCATION AND COMPETENCES

Digital transformation has profoundly impacted social and economic life by enhancing workforce competences, fostering innovation, and creating competitive advantages. Given that the driving force of digital transformation is technology, this study aimed to determine whether education and workforce competences are perceived as essential factors in the digital transformation narrative across diverse fields of socioeconomic development at both macro and micro levels. To achieve this, 528 abstracts from various scientific fields focused on digital transformation were analyzed using both manifest and latent content analyses, the latter ensuring a more objective interpretation of the outcomes derived from manifest content analysis. Frequency, word linkage, and concordance analyses of key concepts were used. The results indicated that education and workforce competences are viewed as vital for the digitalization of various sectors of the economy at both macro- and micro-level development. The findings suggest that technology drives digital transformation by delivering different types of value, including innovation and sustainability, while relying on education and technology-related competences. The results also revealed concerns about barriers to technology implementation, which could be overcome through education and competences. The originality of this research lies in its application of both manifest and latent analyses to identify the roles of education and technology in driving economic digital transformation. Keywords: digital transformation, education, workforce competences technology, macro-level development, micro-level development

Exploring digital competencies in higher education: design and validation of instruments for the era of Industry 5.0

IntroductionIndustry 5.0 is the next phase of industrial work that integrates robots and artificial intelligence to boost productivity and economic growth. It emphasizes a balance between human creativity and technological precision, built on three pillars: human centrality, sustainability, and resilience. Corporations and educational institutions must adopt an integrated approach to training their future workforce, emphasizing digital and key competencies such as creativity, communication, collaboration, and critical thinking. Higher education institutions must measure digital competencies and other key Industry 5.0 competencies to prepare students for a sustainable future. However, there is a need to identify appropriate scientific instruments that can comprehensively evaluate these competencies.MethodsThis study conducted a Systematic Literature Review to analyze the existing digital competency assessment instruments in higher education from 2013-2023. The focus was on instruments that measure digital competencies and core competencies for Industry 5.0, such as creativity, communication, collaboration, and critical thinking. The search process began with a strategy applied across various databases, including ERIC, Google Scholar, ProQuest, Scopus, and Web of Science, to cover a broad range of literature on the design and validation of digital competency assessment tools.ResultsThis search generated a total of 9,563 academic papers. Inclusion, exclusion, and quality filters were applied to select 112 articles for detailed analysis. Among these 112 articles, 46 focused on designing and validating digital competency assessment instruments in higher education. Within the reviewed literature, surveys and questionnaires emerged as the predominant methods utilized for this purpose. This study found a direct relationship between digital competencies and essential skills like communication and critical thinking.DiscussionThe study concludes that assessment tools should integrate a wide range of competencies, and students and educators should be actively involved in developing these skills. Future research should focus on designing tools that effectively evaluate these competencies in dynamic work contexts. Assessment instruments should cover a broader range of competencies, including creativity and collaboration, to meet the demands of Industry 5.0. Reliable assessments of digital competencies and soft skills are crucial, with a need for appropriate reliability tests that do not impact students’ preparedness for labor market challenges.