Learning Competencies Research Articles

Shapeshifting in Social Spaces: Sociolinguistic Competence of Multilingual Learners

The study aims to determine the sociolinguistic competence level of the multilingual Grade 10 learners at Buhisan Night High School for the Academic Year 2024-2025. Terogo et al. (2018), stated that even though students have been shown to gain exceptional grades in English subjects, they fall short in sociolinguistic competence since it is not practiced more often in the Philippines. Thus, assessing sociolinguistic competence is important as well as addressing the low-level sociolinguistic competency of the learners through an action plan. A descriptive quantitative research method was used to determine the sociolinguistic competence level of the multilingual 48 student-respondents. The researcher adapted a TOIEC test and used a researcher-made questionnaire to assess the learners’ sociolinguistic competence. A weighted average mean was used to determine their proficiency and sociolinguistic competence level. Based on the results of the study, situational judgment got the highest rank while reading comprehension got the lowest rank in terms of the learners’ proficiency level. However, the study revealed that the respondents got a general weighted average of 15.83 which means that the respondents’ sociolinguistic competence level is under “Basic Sociolinguistic Competence” which is below the passing rate with a percentage of 58.63. The study recommends enhancing students’ sociolinguistic competence through the integration of sociolinguistic competence in language teaching through enhancement activities and exercises such as role-playing, dialogues and situational exercises, and future researchers may use the findings as a basis for future research or conduct related studies to enhance the sociolinguistic competence of Filipino multilingual learners.

Developing Students Communicative Competence using Authentic Materials with Information Technologies

In the globalized landscape of higher education, developing communicative competence in foreign language learners is essential for academic, social, and professional success. This article explores innovative, student-centered strategies beyond traditional grammar-based instruction to enhance linguistic proficiency, cultural understanding, and pragmatic awareness. This study highlights their impact on fostering real-world communication skills by emphasizing interactive methods such as role-playing, task-based learning, debates, and integrating authentic materials. Furthermore, the findings demonstrate that students engaging in these approaches show marked improvements in fluency, adaptability, and cultural sensitivity. Role-playing scenarios and debates enhance spoken communication, critical thinking, and argumentation skills, while task-based activities encourage collaboration and purposeful language use. Exposure to authentic resources bridges the gap between classroom learning and practical application, deepening students' comprehension of idiomatic expressions, cultural norms, and socio-linguistic nuances. Despite challenges like resource limitations and technological barriers, the study underscores the transformative potential of these methods. By addressing implementation hurdles through digital innovation and tailored pedagogy, educators can create a robust framework that prepares students for the demands of global communication. This article advocates for continued research and adaptation to refine these strategies, ensuring their effectiveness across diverse educational contexts.

EMYWAY Workplace-Based Entrustable Professional Activities Assessments in Otolaryngology Residency Training: A Nationwide Experience.

To present workplace-based entrustable professional activities (EPAs) assessment data from the first 2 years of the EMYWAY platform in otolaryngology residency training in Taiwan. Two-year cross-sectional study. Otolaryngology training programs. In 2020, the Taiwan Society of Otorhinolaryngology-Head and Neck Surgery (TSO-HNS) developed a workplace-based assessment (WBA) framework with 11 EPAs, integrating milestones to evaluate resident competency. In 2021, TSO-HNS piloted the EMYWAY platform for WBAs, which includes an EPA-based assessment workflow, coaching feedback, and a dashboard displaying residents' entrustment-supervision levels. Data are analyzed annually for accreditation and curriculum enhancement. This study reports on the pilot year and the first full-scale year of implementation. Eleven programs participated in the pilot year. Subsequently, 362 faculty members and 274 resident physicians from 34 programs nationwide engaged with EMYWAY. In the full-scale year from August 2022 to July 2023, 9805 responses were recorded, primarily from surgical theaters (45.9%; 4502/9805) and third-year residents (23.8%; 2331/9805). The most frequently evaluated EPAs were "head and neck" (17.5%; 1716/9805), "sinonasal" (13.5%; 1324/9805), and "ear" (12.2%; 1193/9805), with task complexity increasing with resident seniority (P < .0001). A positive correlation was found between residents' self-assessments and faculty members' ratings (r = 0.531; P < .001). Over 98.2% of residents and 88.4% of faculty members provided substantial feedback (>10 words). Analysis of WBAs reported by training programs identified faculty development targets and teaching-intensive tasks. EMYWAY effectively documents workplace learning and tracks resident competency progression. Continuous improvement of WBA quality is essential for advancing the competency-based medical education ecosystem.

Perception of the key competencies of lifelong learning and employability of university students and graduates from Colombia and México

The implementation of strategies to strengthen key competencies for lifelong learning require considering the environment and perspectives of different actors. This research aims to describe the perception of university students and graduates regarding the eight key competencies for lifelong learning, from their impact on employability, mastery achieved and need for strengthening. The research is quantitative, exploratory, cross-sectional and non-experimental with a descriptive approach. The results showed that university students and graduates coincide in the competencies perceived as having the greatest need for strengthening: multilingual, the one with the greatest mastery: citizenship and with the greatest impact on employability: digital, which fulfills the hypotheses raised. In the results by country, Mexicans and Colombians coincide in the competencies of need for strengthening: multilingual and impact on employability: digital. They differ in domain: Colombians perceive citizenship and Mexicans additionally perceive social personnel and learning to learn and cultural awareness and expression.

Evaluation of Problem-solving Ability and Dental Hygiene Competency in Team-based Learning for Clinical Dental Hygiene

Objective: This study aimed to design a structured team-based learning (TBL) program in clinical dental hygiene and evaluate its impact on students’ problem-solving abilities and clinical dental hygiene competencies. Methods: The study included 33 fourth-year dental hygiene students. A structured TBL program was developed, incorporating team formation case-based learning across three topics. Representative cases involving children, adults, and the elderly were selected to provide diverse learning opportunities. The four sub-competencies and problem-solving abilities were assessed before and after TBL intervention. Statistical analyses included the Shapiro-Wilk test, paired t-test, Wilcoxon signed-rank test, and Pearson correlation analysis. Results: Students’ problem-solving abilities improved significantly from a total score of 116.80±11.96 for 32 items to 122.23±12.80 (p=0.002). Dental hygiene competencies also improved significantly after TBL (p&lt;0.001). The results of the correlation analysis between problem-solving ability and the level of dental hygiene competency after TBL showed that all items except the personal control subscale had a positive correlation with the four dental hygiene subcompetencies (p&lt;0.05). Conclusions: Structured TBL significantly improved both clinical dental hygiene competencies and problem-solving abilities. These findings suggest that TBL is an effective educational strategy for enhancing dental hygiene students’ skills in clinical practice.

A critical overview of the cultural elements in four EFL textbooks used in Croatian secondary schools

The significance of integrating cultural elements into foreign language (FL) teaching has been widely recognized by many researchers (Kramsch, 1998; Byram, 2008; Sercu, 2010). Consequently, in recent years, cultural content analysis of English textbooks has received considerable attention. Impelled by the newly reexamined pedagogical standards and the existing National Curriculum in Croatia, this paper provides a critical overview of the cultural elements in four English textbooks for secondary schools used in Croatian EFL classrooms. As one of the three existing domains in the English Language Curriculum, intercultural communicative competence (ICC) is perceived as an inevitable and integral part in successful foreign language learning. The paper is divided into a theoretical and an analytical part. The former gives a brief overview of the previous and contemporary research in the field of textbook analysis and the importance of intercultural communicative competence in the foreign language learning. The second provides both qualitative and quantitative results of the representations of cultural elements such as topics, visuals, audio material, values and cultural activities. Qualitative analysis of the textbooks is elaborated separately, and quantitative results are presented collectively for all four textbooks. Textbook material is examined against Amanda Hilliardʼs analytic kit, which combines three frameworks for the most appropriate multi-layered analyis of the cultural content. The results of the analysis corroborate some of the previous research findings pointing at the overemphasis of specific topic areas, representation of ethnic minorities in the visuals, accents in audio materials and overly positive perspectives of the target culture. The article concludes with some practical suggestions for further modernization of the intercultural activities which would strengthen studentsʼ skills such as tolerance for ambiguity, empathy and adaptability.

СВІТОГЛЯДНІ МАШИНОЗНАВЧІ ЗНАННЯ МАЙБУТНІХ УЧИТЕЛІВ ТЕХНОЛОГІЙ

Mechanical engineering competence is a basic component of the professional training of future technology teachers. It is implemented, as a rule, in the specialized education of high school students and directs their professional self-determination to the field of modern production, helps schoolchildren navigate different types of working machines, using as a support the ability to determine their methods of action, and also allows future technology teachers to competently organize extracurricular work and extracurricular education of schoolchildren. Currently, the actual content of mechanical science knowledge of future technology teachers is narrow and irrelevant to their professional activity, as it models the basics of the professional competence of future design engineers in the mechanical engineering industry. The article substantiates the need to replace the functional concept of the content of mechanical knowledge of future technology teachers with the concept of the user of working machines. Accordingly, the knowledge of the engineer-designer of the machine-building industry is being replaced by the basic worldview knowledge of the mechanical engineer as a reference qualified user of working machines or equipment in general. In the study, it was hypothesized that the level of cognitive interest of future technology teachers in machine science knowledge will increase if their content is global. The essence of the method of control questions, which allows modeling the machine science worldview of the user of working machines, is revealed. The pedagogical experiment was conducted at Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University during 2018–2024. It consisted of three series of ascertaining, formative and control stages. At the ascertaining stage of the pedagogical experiment, the actual level of students' interest in mechanical engineering knowledge was determined. At the formative stage, traditional machine learning competence was formed in the control groups and innovative machine learning competence in the experimental groups. At the end of the semesters, at the control stage, an assessment was made of the nature of the shift in the cognitive interests of the students of the control and experimental groups towards machine science knowledge. The theoretical value of the results lies in substantiating the concept of the user of working machines for determining the content of machine learning knowledge of future technology teachers. The practical value of the results lies in the use of technical problems as a didactic condition for the formation of students' machine science competence in the process of using the worldview of machine science knowledge they have learned to solve educational technical problem situations.

Hybrid Deep Learning Techniques for Improved Anomaly Detection in IoT Environments

The Internet of Things (IoT) is no longer limited to single personalities, but rather, it is a perceptions that has widely increased and spread in some applications or fields. The mechanism for communicating between IoT devices similarity works as traditional communication between hosts. However, the growing use of IoT has been gaining the interest of a growing number of attackers. Hence, a number of researchers are attempting to build an intrusion detection system utilizing machine learning and deep learning algorithms. In this work, a novel attack detection model is proposed by superimposing Whale Optimization Algorithm and Bidirectional Long Short-Term Memory (WB-LSTM) together. There are numerous deep learning competencies, but LSTM is one of the ones used to interpret big data or time series data. But, it is not easy to find what is the best weights for LSTMs in order to directly achieve performance. The LSTM results were 99.1%. Hence, in this work, we introduce the WOA-LSTM hybrid model, that utilizes WOA for finding the optimal weights for a network based on LSTM, and is used to detect the IoT attacks. The 99.98% was obtained from the WOA-LSTM hybrid model.

Development and Validation of Learning Package in Precalculus

The development of instructional materials is seen as a vital educational goal for addressing the needs of all students and ensuring quality education. As educational paradigms evolve, there is a growing emphasis on creating resources that engage, empower, and cater to the individualized learning of students. The study endeavored to develop and evaluate Modules in Precalculus for Grade 11 STEM students. The study employed the research and development (R&amp;D) design and descriptive research method, utilizing the evaluation rating sheet for print resources adopted from the Department of Education. The passed-not-passed method was used to determine the extent of validity of the developed modules. Five experts in the field of mathematics and language evaluated the learning material, and the data were analyzed using frequency count, mean, and summation. The newly developed learning material in Precalculus wraps up eleven (11) modules. The presentation of the topics embraces the 5E instructional model in achieving the targeted learning outcomes grounded on the Most Essential Learning Competencies (MELCs). As a result, the Modules in Precalculus for Grade 11 STEM students exhibited remarkable substance and met the standards and requirements of the evaluation process. The developed modules augment the existing learning resources used for teaching the subject in Senior High School.

Neural Networks and English Learning: Design and Implementation of Personalized Learning Paths

An instructional approach identified as a personalized learning path aims to adjust regulations to the particular interests’ necessities, talents, and skills of each pupil. Research on personalized path recommendation is critical for the development of sophisticated learning systems. The challenge emerges from the difficulty in developing personalized learning paths that properly fit every pupil’s unique characteristics and learning needs. This paper examines personalized educational routes and how deep learning (DL) algorithms can be used to construct them, with a particular emphasis on English language learning. This research proposed a novel fruit fly optimizer-tuned adjustable recurrent neural network (FFO-ARNN) to employ the students learning performance and effectively personalized English learning. For this study, gathering data on student’s demographics and English proficiency levels through assessments and educational records, in that Data on the linguistic competency of English linguistic Learners (ELLs) in grades 8–12 was collected. The data were pre-processed using tokenization for the obtained data. Term Frequency-Inverse Document Frequency (TF-IDF) is a method using extracts the feature from pre-processed data. These personalized learning approaches encourage self-directed learning and independence while increasing student engagement and academic achievement. The proposed method is implemented using Python software. In comparative analysis, the proposed method evaluates various performance metrics. The results show that the proposed method achieved superior performance in personalized learning paths in English learning. This study demonstrates how DL has the potential to revolutionize language instruction by providing customized solutions for every student.

FORMATION LEARNERS’ СOMMUNICATIVE COMPETENCIES THROUGH DIDACTIC GAMES

This article gives a conceptual apparatus of communicative competencies from different points of view and identifies active forms and methods of teaching English. One of the active forms of teaching English is games, the article contains an experiment in which didactic games are applied to practical classrooms to form the communicative competencies of learners. The research aims to ensure the effectiveness of the application of didactic games in English language lessons. The object of the research is the educational process of learners’ communicative teaching in English language lessons. The subject of research is the conditions for the formation of communicative competencies in English language lessons. The conditions for the formation and development of learners' communicative competencies are thinking, communication, and personality. Research methods were applied - the average level of education of a specialized school was chosen as an experimental class. At the beginning of the experiment, a cross-sectional survey for learners, the results of the quiz were put in the table of S.F.Shatilov. During the research phonetic, grammar, and lexical games were applied in English language lessons. At the end of the research was made the final cross-sectional survey, and the results were put according to the table, based on which the dynamics of the growth of learners’ communicative competencies had been figured out. The theoretical significance of the research lies in the fact that the teacher develops self-esteem, and increases the potential for the creativity of the learners person. The practical significance of the research lies in the fact that the game introduces learners to the communicative process, thereby motivating them to develop educational activities.

Study on the Permeation of Intercultural Communicative Competence in Secondary School English Reading Instruction

In today’s interconnected world, fostering intercultural communicative competence (ICC) has become a critical goal of English education, with reading instruction serving as a key medium to achieve this aim. However, secondary school English curricula often prioritize linguistic skills over cultural understanding, leaving students underprepared for global communication. This study explores the integration of ICC into secondary school English reading instruction, addressing theoretical frameworks, existing challenges, and practical strategies for embedding cultural learning into reading practices. The research highlights the necessity of selecting culturally diverse reading materials, designing interactive and reflective tasks, and employing multidimensional assessment systems to cultivate students’ cultural awareness alongside language proficiency. By analyzing gaps in current practices, such as limited cultural representation in materials and insufficient teacher training, the study proposes actionable approaches tailored to the needs of secondary education. These strategies not only enhance students’ reading comprehension but also equip them to navigate complex intercultural interactions. This study concludes by emphasizing the importance of expanding cultural content, conducting empirical research to validate proposed methods, and exploring interdisciplinary approaches to strengthen ICC integration. The findings aim to provide educators, curriculum developers, and policymakers with practical guidance to foster globally competent learners capable of engaging in meaningful intercultural communication.

Психологічні та педагогічні засади формування інформаційно-комунікативної компетентності школярів в умовах змішаного навчання

Modern education is undergoing significant changes due to the development of information technologies, particularly the increasing popularity of blended learning. In connection with the rapid information and digital advancement, there arises a necessity to form information and communication competence in students. This competence implies confident, critical, and responsible use of digital technologies for personal development and communication, as well as the ability to safely apply information and communication tools in educational and other life situations while adhering to the principles of academic integrity. The mathematical education sector is an essential component of general education, which also requires adaptation to the new conditions of blended learning. Therefore, there is a need for in-depth research into the psychological and pedagogical foundations of forming information and communication competence in students within the context of blended learning. This article analyzes psychological and pedagogical literature and explores the works of researchers focusing on the psychological and pedagogical principles of developing students' information and communication competence in blended learning, specifically in mathematics classes. The conclusion emphasizes that for effective development of information and communication competence in blended learning settings, it is essential to consider cognitive, social, and emotional factors, which will help create a learning environment where students can not only acquire knowledge but also develop their information and communication skills necessary for the modern information society.

Scaffolding Lifelong Learning in First-Year Engineering Courses

In a world of evolving technology, it is critical for engineers to be able to recognize and take action to fill gaps in their knowledge. The development of these lifelong learning competencies has always been a significant part of university education, however there is a recent trend to teach and assess this graduate attribute in a more deliberate manner in engineering programs. A review of CEEA conference articles was conducted to gather information about the instruction of lifelong learning and existing surveys that measure lifelong learning and self-regulated learning in Canadian engineering programs. Based on the gaps identified in this review, instructional content and activities aimed at teaching lifelong learning and self-assessment survey questions are proposed as simple ways to teach and evaluate lifelong learning knowledge, skills, and attitudes in first-year engineering students. These recommendations can be used to guide engineering instructors in their lifelong learning pedagogical practices.

Supporting educators to stimulate engineering students’ lifelong learning competencies &amp; personal development process

This paper explores the possibilities to develop students’ lifelong learning (LLL) competencies via supporting their personal development process (PDP) in engineering education. Despite the recognized importance of LLL, its embedment in learning outcomes remains limited. A survey revealed that both engineering students and educators value LLL competencies, but perceive them to be taught and evaluated only to a limited extent. This paper introduces a PDP model to support educators in fostering students’ LLL competencies. The model, developed through literature review and educators’ input, includes (1) a matrix with various interventions, such as e-portfolios, reflective writing, and student-centred teaching, categorised by different criteria, such as educator and student investment, and (2) a PDP flowchart that aids educators in selecting suitable interventions according to their goals and context. The paper concludes with recommendations for educators to integrate LLL competencies into their teaching practices, emphasising the need for time, tools, and support to effectively implement these interventions.

The role of blended learning in improving medical students' academic performance: evidence from Pakistan.

The study examines the role of blended learning in improving medical students' academic performance through self-regulatory learning and technological competence and identifies the moderating role of perceived institutional support in the relationships between self-regulatory learning, perceived teacher credibility, technological competencies, and academic performance. The study was based on behavioral learning theory as a theoretical framework, and an adapted questionnaire was used to collect the data. In total, 275 medical students participated in the study, and the data was analyzed using structural equation modeling techniques with SmartPLS. The results indicate that self-regulatory learning significantly affects student academic performance and mediates the role of teachers' credibility and technological competencies. Furthermore, perceived institutional support is a significant moderator in the relationship between self-regulated learning, technological competencies, and teacher credibility. The study highlights the importance of self-regulated learning in students' academic achievement. Moreover, it suggests that educational institutions should advance teachers' competence and encourage collaborative learning to enhance students' learning, motivation, and academic performance.

Aktuālu kultūras notikumu izmantošana paradumu attieksmju veidošanā latviešu valodas mācībās vidusskolā

The aim of the study The Employment of Current Cultural Events in the Development of Habitual Attitude Formation in Secondary School Latvian Language Teaching is to analyse the theoretical basis of the concept of “habit” and its significance in pedagogy, examining the integration of current cultural events in the curriculum in conjunction with the development of secondary students’ habitual attitudes. While habits form the basis of attitudes, habits are based on actions, since habits are only created and reinforced through action (a combination of knowledge and practice). Habitual attitudes are the basis for the integration of the teaching and personal development process, in which teaching is one of the tools behind personal development. Students develop habits in the process of accumulating experience, which are further stimulated by necessity, personal significance, positions of adults, examples, systematic exercises, combining knowledge and practice in action, environment, context as the activity background, self-assessment and assessment by others. Their value in the Latvian language learning process can be observed in the students’ level of interest, personal values, needs and attitudes, as well as habits in language usage, communication, and learning. The research results show that discussion is needed regarding usage of the concepts of habits and routines in educational science and curriculum documents. Positive language usage habits are connected with already familiar language learning competences, i.e. linguistic, communicative, sociolinguistic, and pragmatic, which have not declined in importance in mastering the new content. The integration of current cultural events into the language learning process stimulates meta learning, since knowledge, skills and attitudes are learned outside of the direct context in which they have been acquired. Exploration of cultural heritage and contemporary art in the learning process helps to form habitual attitudes, develops identity, and provides experience in cultural interpretation. In planning lesson content for Latvian language classes, it is important to integrate current cultural events, because this will develop ethical habits in communication, increase respect toward one’s native tongue and the official state language, motivate students to observe and improve their usage of language, and encourage them to attend cultural events, moreover analysis of such events as part of the learning process nurtures the habit of attending cultural events in one’s free time.

A Case Study on Enhancing Pragmatic Competence in EAP Learners: Examining the Impact of Targeted Instruction in Request Speech Acts

This article examines the role of pragmatic instruction on developing pragmatic competence in English for Academic Purposes (EAP) learners, particularly focusing on the speech act of requests. While research has long explored various factors influencing pragmatic competence, including instructional methods, this study specifically addresses how targeted pragmatic instruction impacts learners over time. Conducted as a qualitative longitudinal study, this research examines changes in learners’ pragmatic performance over a four-week period, during which participants completed both written and oral discourse completion tasks. Findings suggest that pragmatic instruction significantly enhances learners’ pragmatic abilities. Notably, participants have demonstrated a greater range of request strategies supportive moves, reflecting increased awareness of the social and cultural implications of their requests. These findings indicate the vital role of pragmatic instruction in enhancing learners’ ability to adapt their language use based on social variables such as power dynamics and distance. The study also highlights the importance of integrating pragmatic instruction into EAP curricula to improve learners’ communicative competence, enabling them to navigate both academic and social interactions with greater sensitivity and appropriateness.

Digital photography as a pedagogical learning approach in nursing education

Background and objective: The traditional teaching methods in practical nursing education seem to be either too theoretical or too practical. Therefore, combinations of theoretical and new pedagogical approaches are needed to teach and train students in practical nursing. The objective of this study was to explore the nursing students' experiences with the use of photography in the Simulation Unit, and to describe how photographs affect development of practical skills.Methods: A descriptive and interpretive qualitative design was used. The collection of data was conducted by asking fifty-four students to answer three questions online after each session and based on the day’s photographs. All photographs taken by the groups were uploaded to a virtual meeting room, a total of eight hundred and fifty-five photos. The photographs formed the basis for determining what the students have learned from examining and exploring photographs of the students themselves and their peers. Their subjective statements and experience were later downloaded and analysed using phenomeological analysis.Results: Photography positively influences the nursing students’ learning, increased their self-confidence and enhances competence in the exercise of skills. This gave the students a deeper understanding of the complexity of the practical procedures based on knowledge-based practice, and they learned quickly and easily.Conclusions: The students become more self-regulated learners, developed better self-confidence, and bolstered their learning competence in relation to the degree requirements for knowledge-based procedural learning. There was consensus among the students that the photographs were a useful learning tool, both intra- and interactive, and were a useful supplement in learning practical skills.

THE EFFECT OF THE MERDEKA CURRICULUM IMPLEMENTATION WORKSHOP AT EARLY CHILDHOOD EDUCATION LEVEL ON SCHOOL PERFORMANCE IN BOGOR DISTRICT

The Merdeka Curriculum at Early Childhood Education level can be a guide for educators in undergoing the learning process. The Merdeka Curriculum is expected to provide convenience and flexibility, and focus on essential material in the foundation phase to develop learner competencies. Some educational institutions in Bogor District are still using the Curriculum of 2013 because these institutions do not know the development of the Merdeka Curriculum thoroughly and still face difficulties in accepting the new curriculum. This study aims to determine the effect of the Merdeka Curriculum Implementation Workshop on Early Childhood Education units in several sub-districts within Bogor District, West Java. The method used for this research is the survey method. The research sample amounted to 30 participants from Early Childhood Education schools in Bogor District. The research went through a pretest stage, then a workshop process and a post-test stage as a reflection; so as to obtain the level of understanding and use of the Merdeka Curriculum as a new curriculum in schools. The results of this study show that the application of the Merdeka Curriculum as a national curriculum in early childhood education units in Bogor District is increasing as expected with an achievement of 86,7 %. The level of understanding and use of the Merdeka Curriculum assessment for workshop participants also showed good and optimal results as expected.