Competence Of Students Research Articles

Developing Digital Competencies for Primary School Students through Teaching History and Geography

Digital competence of students is understood as the ability to effectively use information and communication technologies to access, manage, and create information in a digital environment. This competence not only enables students to perform learning tasks efficiently but also equips them with essential skills to adapt to an increasingly technology-dependent society, allowing them to contribute positively to their communities and develop personally in the digital age. The purpose of this paper is to explore measures for developing digital competence among elementary school students through the subjects of History and Geography. A qualitative research methodology was employed to examine relevant literature. Based on this analysis, several measures have been proposed to enhance digital competence for students, including: 1) establishing learning objectives that promote digital competence; 2) selecting instructional content that provides opportunities for developing digital skills; and 3) utilizing teaching methods and techniques that foster digital competence through the teaching process in History and Geography. This document serves as a valuable reference for researchers and elementary educators in the context of digital transformation in education.

Project-Based Learning: an Effective Strategy for Improving Critical Thinking in Universities

Purpose: This research evaluated critical thinking in university students using the application of a learning with projects educational program as a strategy. Theoretical Framework: It was based on the theoretical foundations on critical thinking, being the basis of the study of cognitivism, as well as on the relationship between critical thinking and higher education, as a goal of university education, to promote the development of higher thinking based on criticism, innovation and creativity. Design/methodology/approach: A quantitative research with a quasi-experimental design was developed with the participation of 60 university students from the Faculty of Education of a public university in the Loreto region of Peru. Results and Discussion: A significant relationship was found between the educational program learning with projects and critical thinking (p<0.005) in which the training of university students in critical thinking competencies partially had this relationship. The results indicated that the university students who were part of the study had better competencies in the development of critical thinking. Research, practical and social implications: It can be stated that project-based learning is important to improve problem solving and informed decision making skills as competencies in university students to respond to the challenges of the 21st century. Originality/value: This study contributes original value to the field of undergraduate formative study by providing empirical evidence on the effectiveness of the project-based learning educational program to improve critical thinking in Peruvian university students.

Menavigasi Era Disrupsi: Menuju Transformasi Manajemen Mutu Pendidikan Islam yang Adaptif dan Inovatif

This study aims to determine the implications of the transformation of Adaptive and Innovative Islamic Education Quality Management in the era of disruption. This research uses a qualitative method with a case study approach at the Ulya Muadalah Education Unit (SPM) school institution at the Darussalam Blokagung Islamic Boarding School. Data collection techniques were collected through in-depth interviews, participatory observation, and document analysis, with the main informants consisting of principals, teachers, administrative staff and students. While data analysis used thematic analysis method with data coding to identify key themes that emerged from interviews, observations, and document analysis. The results showed that the Transformation of Adaptive and innovative islamic education quality management in the era of disruption included collaboration and cooperation networks, teacher professional development and 21st Century Skills-Based curriculum development. collaboration and cooperation networks between the Ulya Muadalah Education Unit (SPM) with madrasah diniyyah Al Amiriyyah, SPM Wustho, and Ma'had Aly institutions have proven to be an effective strategy in improving the quality of education and academic competence of students while teacher professional development is carried out with activities such as consortium, shawir and Batsul Masail

Assessment of clinical competencies of medical students in a simulated environment: a scoping review protocol

Simulation in scenarios representative of clinical practice is an innovative teaching-learning strategy. Performance evaluation in this scenario must be carried out using methods that are valid, reliable, equivalent, feasible, acceptable, have an educational impact and a catalytic effect. It is therefore necessary to understand the methods available for this purpose. The aim was therefore to outline a scoping protocol on the assessment methods used to analyze the clinical competencies of medical students in a simulated environment. This protocol was conducted according to the methods proposed by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The review question was defined based on the PCC (Population, Concept, Context) mnemonic: “What methods are used to assess the clinical skills of medical students in a simulated environment?”. The eligibility criteria are associated with publications in English, Portuguese and Spanish, available in full text, covering methodological approaches including qualitative, quantitative, mixed methods, primary research, systematic reviews, meta-analyses, letters, guidelines, published theses and dissertations, with no time frame. The searches will be carried out in the Scopus, CINAHL, Web of Science, Lilacs, PubMed and Scielo databases. The results will be presented in tables or diagrams, accompanied by explanatory text, according to the best use for the purpose of the review.

Effect of written corrective feedback in research writing competence of non-education students

This research addressed several key problems: the extent of use of teachers' feedback strategies, the effects of WCF on students' performance, and the significant correlation among the variables. A quantitative descriptive research design was used, and 153 participants were surveyed through the messenger platform and Google Forms. Research findings indicate that among the four types of written corrective feedback (WCF), direct feedback was the most frequently employed strategy by teachers, while focused feedback was the least utilised. Furthermore, results indicate that students value reflective learning facilitated by teachers' written corrective feedback, especially in error recognition and constructive feedback responses, as non-education students displayed positive attitudes toward receiving feedback. The study also revealed a positive correlation between WCF and research writing performance, regardless of age, gender, or degree program, with relatively low values at 0.022, 0.003, and 0.005, respectively, using partial eta squared. Additionally, significant correlations were observed between students' GPAs in research courses and the impact of WCF, revealing a disparity in GPAs between Research 1 and Research 2. As direct, unfocused, and indirect written corrective feedback showed a statistically significant relationship in the extent of use of teachers' written corrective feedback, focused feedback shows no significant correlation. The findings emphasise the importance of evaluating different written corrective feedback strategies to enhance students' research writing outcomes. Findings call for the strategic use of written corrective feedback based on the specified needs and level of performance of non-education students. Furthermore, students, teachers, and the institution are to work hand in hand to create a culture of continuous improvement of students in research writing and academic performance through written corrective feedback.

Artificial intelligence: A huge augmentation in nursing curriculum

Artificial intelligence (AI) is increasingly integrated into nursing education and healthcare, emphasizing its significance, applications, benefits, and challenges. AI in nursing curricula focuses on equipping students with essential skills to deliver safe and effective patient care in a rapidly evolving healthcare environment. Applications include AI-driven clinical decision support systems, simulations, virtual patients, and exploration of AI ethics. These tools enhance critical thinking, decision-making, and data analysis in healthcare contexts.This review summarizes AI's role in clinical practice, covering disease diagnosis, treatment planning, patient engagement, and ethical considerations while highlighting the need for human expertise in AI adoption.: 1. To enhances understanding of AI’s significance in Nursing Education; 2. To explore the impact of applying AI in nursing Education. 3. To promote AI usage in Nursing Institutions.This review analyzed AI's integration into healthcare and nursing education using indexed literature from PubMed, Scopus, and EMBASE. Key issues include data privacy, algorithm transparency, and biases, requiring responsible AI implementation. Effective strategies include curriculum design, faculty training, hands-on practice, industry collaboration, and continuous learning. Research highlights AI's role in improving diagnosis, treatment planning, personalized medicine, mental health support, and patient education while enhancing accuracy, reducing costs, and minimizing errors. Scholars have explored virtual simulations, faculty and student perspectives, AI competencies, and ethical concerns. Academic journals, conferences, and credible online sources provide valuable insights into AI's impact on nursing education and student outcomes.: In conclusion, integrating AI into nursing education is a developing field with great potential to enhance learning and prepare nurses for AI-driven healthcare. Research covers topics like virtual simulations, AI competencies, ethical concerns, and stakeholder perspectives. Key resources include academic journals, conferences, and online databases.AI supports disease diagnosis, personalized treatment, and clinical decision-making, aiming to improve patient care rather than just automating tasks. However, challenges like data privacy, bias, and the need for human expertise must be addressed.By tackling these challenges and promoting responsible AI use, nurse educators can equip future nurses with the skills needed for the evolving healthcare landscape.

Formation of Communicative Competence of Students Based on the Use of Digital Technologies

Rapid advancements in digital technology have transformed the way education is delivered, especially by strengthening students’ communication abilities. This is an important capability in today’s global digital economy. This study systematically reviews and analyzes existing research on the role of digital furniture in promoting communication competence in educational environments. The aim is to highlight key trends, issues and challenges related to digital integration in learning environments. It uses bibliometric analysis to synthesize results from 300 publications from major academic databases.The research study used the VosViewer platform for bibliographic mapping. This reveals key trends in the adoption of digital platforms such as Google Classroom and Zoom, which have been shown to facilitate engagement, working together and communicating in the virtual classroom.The results indicate that these technologies play an important role in improving language and communication abilities. This is especially true in the context of higher education. Key issues identified include: student engagement; personalized learning and policy implications of digital transformation. However, the results also point to challenges, such as reduced face-to-face interactions. And digital workload may occur. This emphasizes the need for a balanced approach to digital and traditional teaching. In conclusion, digital tools provide great benefits to communication training. Therefore, the integration of digital tools into the educational curriculum must be carefully planned to address the pedagogical, technical, and psychological dimensions. The findings from this study offer valuable information for educators and policymakers who want to balance between digital and traditional methods of support in the final analysis of students.

E-learning module on tobacco counselling for students of medicine and dentistry in India: a needs analysis using mixed-methods research

IntroductionIn the background of lack of integrated tobacco counselling training (TCT) in the existing medical and dental curriculum, the present study was undertaken to determine the need for developing an...

Efficacy of Online Learning on the Development of Students’ Academic Competence: A Case Study of Yemeni Undergraduate Students Studying in India

This study investigates the efficacy of online learning on the academic competence of Yemeni undergraduate students in India. It examines whether online learning delivers adequate quality education by evaluating students’ academic competence levels. Two groups of Yemeni students participated: 27 Arts students and 35 Science students, from five Indian universities. The Academic Competence Evaluation Scale (DiPerna & Elliott, 2000) was employed to assess students’ competence through online learning, with data collected online and analyzed using SPSS. The scale was used to evaluate Yemeni students’ academic competence through online learning. Descriptive statistics indicated moderate levels of academic competence for both groups. Despite the Arts group showing higher scores, the Independent Samples T-test revealed no statistically significant difference between the groups. Pearson Correlation analysis demonstrated a significant positive correlation between students’ academic skills and academic enablers. Furthermore, Linear Regression analysis indicated that academic skills significantly impacted academic enablers. The findings suggest that online learning can be a viable alternative during Covid-19, provided that certain adjustments are made. This study contributes to the growing body of knowledge on online learning, particularly in developing countries like Yemen, offering empirical evidence for policymakers, educators, and institutions on its effectiveness and areas needing improvement. The results underscore the importance of integrating academic skills and enablers into online learning environments to enhance academic competence among students.

Student-Authored Multiple-Choice Questions: An Innovative Response to Competency-Based Education.

The shift to competency-based education inspired reflection on using multiple-choice questions (MCQs) to develop and assess student competency. Student-authored MCQs in other fields demonstrate a higher level of knowledge; however, a gap examining the use of this teaching methodology in nurse practitioner education exists. Nurse practitioner students created MCQs addressing content objectives. Faculty reviewed each MCQ's accuracy; students integrated feedback and revised questions. Finalized MCQs were posted in a question bank for examination preparation. The question bank contained 112 questions covering 32 topics. Students demonstrated increasing success on these questions in subsequent examinations. Questions sometimes revealed content misunderstanding, which faculty addressed and clarified. Student surveys revealed interest in assignment integration in all courses. This assignment has progressed to a group project, and a competency-based rubric, mapped to the level 2 American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education, was added. Using student-authored MCQs is a novel method to develop "knows how" competencies. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Evaluating the Impact of an Educational Intervention Using Project-Based Learning on Postpandemic Recovery in Rural Colombia

This study evaluates the impact of a Project-Based Learning (PBL) intervention on postpandemic educational recovery in rural Colombia, focusing on student competencies in mathematics, language, science, and 21st-century skills. Conducted in rural schools, the intervention aimed to address significant learning gaps exacerbated by the COVID-19 pandemic by providing teacher training and direct student support. A pretest–posttest single-group design was used to assess the effectiveness of the intervention, with standardized tests measuring academic competencies and an analytical rubric evaluating 21st-century skills. The results indicate significant improvements in math, language, and science test scores, with notable gains in problem-solving, collaborative work, communication, and critical thinking. However, a decline in creativity scores highlights the need for a stronger emphasis on fostering creativity within the PBL framework. Gender differences were observed, with female students generally outperforming males, suggesting the need for tailored instructional approaches. This study’s limitations, including the absence of a control group, nonrandom sampling, and the use of subjective assessment methods, are acknowledged, with recommendations for future research to address these issues. Despite these limitations, the findings underscore the potential of PBL to enhance student learning outcomes in rural settings, offering valuable insights for educators and policymakers aiming to support educational recovery and development in similar contexts. Further research is recommended to explore the long-term effects of PBL and to refine the intervention for broader implementation.

THE IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM IN PUNJAB: TEACHERS' PERSPECTIVES BY EXPERIENCE AND QUALIFICATION

Education has been recognized to be an important factor in nation-building. Every student has a fair & equitable opportunity to acquire a high-quality education within one education system which includes common curriculum, medium of instruction & assessment platform. A Single National Curriculum is one step in that direction. In 2020, Pakistan's government implemented the SNC, a significant curricular reform aimed at reducing differences in the national curricula and promoting basic competencies for students. Prior to the adoption of SNC, many schools taught a diverse curriculum. The purpose of this study is to investigate teachers' perspectives on the implementation of a SNC in the province of Punjab, taking into account their qualifications and experiences. A quantitative descriptive research design was applied. The results revealed that the highly qualified teachers demonstrated a stronger commitment to the SNC objectives, while experienced teachers exhibited varying level of acceptance showing higher positivity. The study suggested the need for teachers' training and Continuous Professional Development programs in order to implement SNC effectively. The SNC's aim will only be accomplished if the proposed assessment procedure is used, hence improving the examination system.

Standard Setting for Assessments in Anatomy using the Angoff Method in a Medical School in Sri Lanka

Introduction: Anatomy is a fundamental subject in medical education. A reliable and valid assessment tool is crucial for evaluating students' understanding. The Angoff method, an absolute method of standard-setting has been widely used in various educational contexts. This study aimed to develop and implement a standard-setting process for an assessment in Anatomy using the Angoff method in a Sri Lankan medical school. Methods: Five Anatomy faculty members including two senior lecturers and three temporary assistant lecturers who were recent graduates participated in the standard-setting process. They were presented with each item on the anatomy assessment and asked to estimate the percentage of minimally competent students who would answer the item correctly. Their judgments were then used to determine the cut score for the assessment. Results: The Angoff method yielded a cut score of 56.06 with a cutoff value of 8.41 and a standard error of judgment of 0.18 (1.2%). There was a high interrater reliability (0.89). Conclusion: This study demonstrated the feasibility and effectiveness of using the Angoff method for standard setting in an anatomy assessment in a Sri Lankan medical school. The set cut score provides a benchmark for evaluating students' performance and ensuring that they possess the necessary anatomical knowledge to progress in their medical education.

Influence of the COIL methodology on the development of intercultural competence and sustainability in Latin American business students

Purpose This study aims to investigate the impact of an collaborative online international learning (COIL) program on student behavioral satisfaction and community engagement, with a focus on diversity and sustainability. Explore how these changes affect students’ perceptions of the impact of these activities and their motivation to use sustainable practices in their future careers. Design/methodology/approach A combination of research methods combining qualitative and quantitative methods was adopted. Quantitative data were collected through satisfaction surveys that included Likert scale to measure various aspects of the COIL experience. Qualitative data were obtained from students’ open statements and semi-structured interviews. Analysis uses statistical and literary techniques to identify key themes and patterns in the student’s understanding. Findings Results showed overall high student satisfaction with COIL’s activities; this highlighted the positive impact of multicultural leadership and integrating sustainability into the business. Statistical analysis revealed a positive relationship between the relationship quality created by COIL and the perception of safety-related factors. In addition, students have the desire to apply the principles they have learned in their future work. Originality/value This study contributes to the understanding of sustainability education within COIL by examining three critical dimensions: the promotion of sustainable practices in future professional environments, the development of sustainability competencies and the impact of sustainability topics on students’ perceived relationship quality and safety within collaborative international projects. Through this lens, the author investigates how COIL-based activities shape students’ commitment to sustainable practices, enhancing their intercultural competence and readiness for a globalized workforce.

Measuring economic graph competence

The ability to work with graphs is at the core of the economic domain and is also one of the central challenges for novices in the field. To accurately assess the graph competence of higher education students, we developed and tested an 18-item graph competence instrument with different economics graphs. The sample consisted of 579 students from multiple higher education institutions in southwestern Germany. Our findings reveal that while students generally perform well on basic graph operations, they struggle with complex tasks such as comparing quantities and understanding economic implications, particularly with supply and demand models and indifference curves. The results highlight the need for instructional focus on integrating graph reading with economic concepts and provide a diagnostic tool for further research. The study underscores the challenges faced by learners, especially those with limited economic background and female students, and offers insights for improving economic graph education.

Implementing Disability Competencies Among Medical Undergraduates: Insight from a Government Medical College in India

ABSTRACT Persons with disability (PWD) face numerous barriers in accessing health care including attitudinal, physical, and systemic challenges. Medical professionals have very limited training in caring for PWD. India has recently recognised and implemented eight disability competencies in the undergraduate medical curriculum. This study aimed to design, implement, and evaluate the training of medical students in disability competencies within a Government Medical College in India. Educational Implementation research was conducted among 75 undergraduates in 2022–2023. Seven hours for Eight disability competencies were designed and delivered over three days using innovative teaching strategies. The overall impact of the intervention was collected through feedback forms using the Likert scale. Sensitising lectures, buzz groups, exercises, and self-directed learning (SDL) activities were used to understand disability, the Rights of PWD, and models of disability. Disability etiquette, communication with PWDs, and non-discriminatory behaviour were demonstrated by roleplay, group discussion with PWDs, and Forum theatre. The disability competency curriculum received positive feedback from students, with more than 94% indicating satisfaction with the sessions. The implemented disability competency curriculum successfully imprinted disability concepts into medical students. Delivering disability competencies positively influenced students’ attitudes and understanding of the healthcare needs of PWDs effectively and, hence, can be replicated.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Advancing Visual Literacy: Innovative Use of Artificial Intelligence Generated Meme Images as an Effective Tool in the Context of Media Communication

This article explores research into the use of meme images generated by artificial intelligence as a means of media communication in the context of students oriented to work in the cultural and creative industries sector. The aim of the primary descriptive research is to analyse the ability of future cultural and creative professionals in the context of visual literacy to distinguish the source of content, i. e. to identify whether a given image comes from an artificially intelligent system or from a human user. The paper registers the impact of these technological tools on students’ communication skills and creative potential and evaluates the possibilities of their integration into the educational process. Furthermore, this research provides insight into how emerging technologies, like AI, could be integrated into educational processes to support innovative teaching methods. By assessing the benefits and challenges of incorporating AI-generated content in academic environments, the study highlights the importance of preparing students for a future where AI is a key element of media communication. This perspective underscores the role of educational institutions in equipping students with the skills to critically engage with and leverage AI tools, thus fostering a media-savvy and adaptable workforce ready for the demands of the cultural and creative industries. The findings of this research will contribute to understanding the impact of AI on student competencies in media communication, offering a valuable resource for academics and educators seeking to integrate new technologies into their teaching practices.

재학생 맞춤형 고용서비스가 연계된 저학년 대상 대학 진로교과목 운영의 효과: 대학생 진로역량을 중심으로

The purpose of this study is to generate basic data for improving career curriculum by analyzing the results of the first operation of university career course for lower grades linked to undergraduate students-customized employment services. The subjects of this study were 93 university students of A University who took the career course for the lower grades in the first semester of 2024, which was linked to the undergraduate students-customized employment service. The course was developed in four stages of planning, composition, implementation, and evaluation, including the process of restructuring for the selection and introduction of the project. The results of this study are summarized as follows. First, university career courses for lower grades linked undergraduate students-customized employment services showed statistically significant positive effects on the overall career competencies of undergraduate students and the sub-competencies of reflection competence, communication competence, and behavioral competence. The effect size of the sub-competencies was in the order of behavioral competence, communication competence, and reflection competencies. Second, university career courses for lower graders linked to undergraduate students-customized employment services showed statistically significant positive effects on all sub-factors of career competences of undergraduate students. The effect size of the sub-factor was the largest for networking. Third, the average scores of career competence, sub-competencies, and sub-factors in the post-survey results of this study were above the normal level. Sub-competencies were in the order of reflection competence, behavioral competence, and communication competence.

Training the trainers: The work of student affairs professionals in leadership training.

Although universities often expect student affairs staff to possess advanced leadership skills, many have not undergone formal training as leadership educators, which often leads to inconsistent outcomes in leadership development programs. Drawing on best practices in facilitating leadership learning -including the use of multiple pedagogies, critical reflection, and the avoidance of superficial or unstructured facilitation-we argue leadership educators require specialized training to effectively facilitate leadership trainings. Moreover, institutions have underinvested in the professional development of leadership educators, despite the significant role they play in shaping student leadership competencies. Through targeted investments in professional development, universities can better equip their leadership educators, thereby ensuring more effective mentorship and impactful leadership experiences for students. This article calls for a paradigm shift in leadership education, advocating for a strategic commitment to developing educators who can fulfill the promise of training the next generation of leaders.