Competence Of Students Research Articles

Organizational and pedagogical aspects of interaction between teacher and students in distance learning conditions

The paper examines organizational and pedagogical aspects of interaction between teacher and students in distance learning conditions. Organizational aspects include the need for strict adherence to curriculum, administrative support, use of modern technology, and training for both teachers and students. Pedagogical aspects include the development of key competencies in students, such as focus, mutual trust, mutual assistance, systematic communication and the use of a variety of learning modalities. An example of the structure of a lesson in higher mathematics ("Differential Equations") is presented, where organizational aspects are discussed, such as the preparation of educational material and the creation of a learning environment, as well as pedagogical aspects, such as targeted learning, mutual trust and mutual assistance, systematic communication and feedback, and the use of a variety of learning modalities. The methodological support of the training session is also considered, including basic concepts and definitions, educational material and online resources.

Changes in mathematical skills among freshman engineering students

This study investigates the critical transition from secondary to tertiary mathematics education, focusing on students’ challenges and the impact of curriculum reforms in Sweden. Through an analysis of diagnostic test scores and admission data from Umeå University over the period 2006–2021, we examine the evolving mathematical competencies of incoming engineering students and the broader implications of these shifts for educational policy and student preparedness for higher education. Our findings indicate a significant improvement in students’ mathematical readiness in the latter years of the study, correlating with the implementation of curriculum changes and variations in admission statistics. This research documents the positive outcomes of these educational reforms on student preparedness. It places these findings within a global context, highlighting the universal challenges and responses in mathematics education transitions. The study underscores the complex dynamics of the secondary-tertiary transition and provides valuable insights into the specific mathematical areas where students have shown varying degrees of improvement.

Military college alumni application of leadership competencies in the workplace

PurposeThe purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their curricular and co-curricular experiences.Design/methodology/approachThrough semi-structured interviews, this study explored 15 military college alumni’s perspectives on the leadership competencies they developed in college and currently apply in the workplace.FindingsThe findings indicated the 15 military college alumni participants developed and applied the following student leadership competencies at work: productive relationships, helping others, supervision, empathy, ethics, functioning independently, resiliency, positive attitude and scope of competence.Originality/valueLimited research explores leadership learning at military colleges and service academies in the United States. Yet these collegiate military environments have a missional focus on leadership education and development. This article highlights the importance of the alumni lens in assessing leadership learning in collegiate military environments and provides recommendations to administrators of this institution type.

Building Student Competencies through Socialization of Digital Transformation and HR Development in the Age of Technology

This community service aims to build student competencies in facing the challenges of digital transformation and human resource development (HR) in the technological era. This activity is carried out through socialization and training that aims to increase students' understanding of the importance of digital literacy, technology skills, and the development of soft skills needed in the modern world of work. The methods used include counseling, interactive discussions, and hands-on practice on various aspects of digital transformation, such as the use of digital platforms, data management, and character and competency development relevant to current industry needs. The results of this activity show that the socialization and training provided can increase students' knowledge and awareness of digital transformation and the importance of developing adaptive and innovative human resources. Thus, this activity is expected to help students prepare to compete in the technological era and become a competent workforce ready to face change.

Engaging Environmental Education Through PISA: Leveraging Curriculum as a Political Process

Abstract The Organisation for Economic and Cultural Development (OECD) works with countries worldwide to implement testing in the areas of science, mathematics and reading through the Programme for International Student Assessment (PISA) every three years, and this process is recognised to influence education systems through areas such as curriculum. Over the past decade, the OECD increasingly has acknowledged the need to include a greater emphasis on environmental issues, including developing student competencies specifically in this area. For the 2025 PISA round, we were invited as environmental science education experts to contribute to the Science Framework, which underpins the science assessment. This paper explains how we responded to that invitation, including foregrounding the urgent need to understand the competencies of 15 year-olds to address critical socio-ecological challenges such as climate change. We argue that this provides environmental education practitioners and scholars with a powerful opportunity to gain world-scale data for research and advocacy, which could enhance the visibility and leverage for our field in curriculum, whilst also recognising the political process within which we were engaged.

METHODS AND TOOLS FOR ASSESSING STUDENT COMPETENCIES

The article deals with the detailed information about Methods and tools for assessing student competencies. The accurate assessment of student competencies is crucial in modern education, as it allows educators to measure not only knowledge retention but also skills, attitudes, and critical thinking abilities. This paper explores various methods and tools used for assessing student competencies, including traditional assessments, performance-based assessments, and technology-enhanced assessments. Traditional methods, such as multiple-choice tests and written exams, remain popular but are often limited in their ability to evaluate higher-order thinking skills. In contrast, performance-based assessments—such as projects, presentations, and portfolios—offer a more comprehensive evaluation by focusing on the application of knowledge in real-world contexts. Technology-enhanced tools, such as digital simulations, e-portfolios, and automated feedback systems, provide innovative ways to measure competencies while increasing engagement and personalization. The paper also discusses the importance of aligning assessment tools with learning objectives and provides insights into the challenges associated with each method, including issues of reliability, validity, and scalability. By combining multiple assessment methods, educators can obtain a holistic view of student competencies, enabling targeted support and improved learning outcomes.

PROJECT-BASED LEARNING AS AN INNOVATIVE APPROACH TO DEVELOPING PRACTICAL SKILLS AND PROFESSIONAL COMPETENCES IN STUDENTS OF TECHNICAL UNIVERSITIES

This article is devoted to the study of project-based learning as an innovative approach to developing practical skills and professional competencies in students of technical universities. The paper analyzes the advantages of project-based learning, considers various project models, and presents the results of empirical research. The authors emphasize the importance of project activities for the formation of such competencies in future engineers as creativity, teamwork, and the ability to solve complex problems. In addition, the article discusses the challenges and prospects for introducing project-based learning into the educational process of technical universities.

Educational Comics Based-Local Folktales and Its Effects on Reading Literacy of Rural Primary School Students

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of in rural rural primary school students. The research is a quasi-experimental design with pre-test-post-test non-equivalent control group design. The participants were 3rd grade elementary school students in rural Karanganyar Regency, Central Java, Indonesia. Sampling was done by purposive sampling and cluster random sampling technique. There were 58 students in the experimental group and 56 students in the control group from 2 different elementary schools, but their qualifications were both in the good category. In learning to read, the experimental group used educational comic books containing local folktales while the control group used texts containing local folktale. Reading literacy competency data was obtained through paper and pencil tests. The data obtained were analysed descriptively and inferentially using t-test. The results of the study prove that there is a significant effect of educational comics based on local folktale on students' reading literacy competence. Local folktale supported by images is suspected to facilitate the availability of context so that the substance of the text is easier to understand. Therefore, teachers are advised to use image support in learning to cover learning losses due to the pandemic, especially in rural schools which experience many obstacles in distance learning.

Pharmacy Students’ Self-Reported Cultural Competence in a Pharmacy Curriculum by Academic Year

ObjectiveThis study aims to explore results of a Cultural Competency Assessment of Pharmacy Students (CCAPS) survey to identify areas where cultural competence content in one college of pharmacy curriculum can be improved. MethodsThe 39-item CCAPS survey was developed and administered to Doctor of Pharmacy (PharmD) students from July 2022 (after the end of the didactic curriculum and at the beginning of experiential rotations for fourth-year students) through October 2022 (at the beginning of the Fall semester for first-year, second-year, and third-year students). Self-perception of cultural competency items were selected from the Cultural Competence Assessment Instrument and the Clinical Cultural Competency Questionnaire items. Responses were collected anonymously and analyzed in the aggregate by academic year using SPSS. ResultsFive hundred forty-one students participated, with ethnicities including White/European American (26.6%), East/South/Southeast Asian (17%, 18.5%, 5.4%), Arab/Middle Eastern (17.9%), African-American/Black (6.7%), and Hispanic (6.1%). Two-thirds of respondents identified as “very or extremely” culturally competent, and 78% reported comfort interacting with culturally diverse patients. Students scored lower on questions that assessed their comfort interacting with patients who have limited English proficiency or who refuse medications due to cultural reasons. Students in fourth year reported more difficulty practicing skills related to cultural competency in their daily life compared to students in other years. ConclusionUsing the CCAPS survey annually could help evaluate the cultural competency of pharmacy students across different academic years and identify gaps in the curriculum related to cultural competency.

Effectiveness of hybrid simulation training on medical student performance in whole-task consultation of cardiac patients: The ASSIMILATE EXCELLENCE randomized waitlist-controlled trial

BackgroundAssessment of comprehensive consultations in medicine, i.e. a complete history, physical examination, and differential diagnosis, is regarded as authentic tests of clinical competence; however, they have been shown to have low reliability and validity due to variability in the real patients used and subjective examiner grading. In the ASSIMILATE EXCELLENCE study, our aim was to assess the effect(s) of expert tuition with hybrid simulation using a simulated patient wearing a novel auscultation vest, i.e. a hybrid simulated patient, and repeated peer grading using scoring checklists on student learning, performance, and acumen in comprehensive consultations of patients with valvular heart disease.MethodsASSIMILATE EXCELLENCE was a randomized waitlist-controlled trial with blinded outcome assessment undertaken between February 2021 and November 2021. Students at the Royal College of Surgeons in Ireland in either the second or third year of the four-year graduate-entry medical degree programme were randomized to a hybrid simulation training or waitlist control group and undertook three consultation assessments of three different clinical presentations of valvular heart disease (cases: C1–C3) using hybrid simulation. Our primary outcome was the difference in total score between and within groups across time; a secondary outcome was any change in inter-rater reliability across time. Students self-reported their proficiency and confidence in comprehensive consultations using a pre- and post-study survey.ResultsIncluded were 68 students (age 27.6 ± 0.1 years; 74% women). Overall, total score was 39.6% (35.6, 44.9) in C1 and increased to 63.6% (56.7, 66.7) in C3 (P < .001). On intergroup analysis, a significant difference was observed between groups in C2 only (54.2 ± 7.1% vs. 45.6 ± 9.2%; P < .001), a finding that was mainly driven by a difference in physical examination score. On intragroup analysis, significant improvement in total score across time between cases was also observed. Intraclass correlation coefficients for each pair of assessors were excellent (0.885–0.996 [0.806, 0.998]) in all cases. Following participation, students’ confidence in comprehensive consultation assessments improved, and they felt more prepared for their future careers.ConclusionsHybrid simulation-based training improves competence and confidence in medical students undertaking comprehensive consultation assessment of cardiac patients. In addition, weighted scoring checklists improve grading consistency, learning through peer assessment, and feedback.Trial registrationClinicalTrials.gov Identifier: NCT05895799

Research Trends and Hotspots in the Core Competencies of Chinese Students Following the Issuance of the Compulsory Education Curriculum Scheme (2022 Edition)

Research Trends and Hotspots in the Core Competencies of Chinese Students Following the Issuance of the Compulsory Education Curriculum Scheme (2022 Edition)

Evaluating Social Determinants of Health Competency of Rehabilitation Clinical Staff and Students

Background:Clinical rehabilitation providers and trainees need social determinants of health competency to support health equity and improve the quality of care for all patients.Methods:A total of 199 clinical rehabilitation providers and trainees in the Midwest United States completed the Addressing Client Needs with the social determinants of health (SDOH) scale (ACN:SDH; Johnson, 2023), which assesses social determinants of health competence, as well as professional and personal demographic questions.Results:Students reported higher SDOH competency and higher positive attitudes related to addressing SDOH. In addition, clinical staff and students who reported higher SDOH competence were also more likely to assess patient SDOH, consider SDOH when developing a plan of care, and address SDOH directly with patients versus those who reported less SDOH competence.Conclusion:SDOH competence is directly related to patient care and an important competency for staff and students to gain through curriculum and continuing education opportunities.

Artificial Intelligence and Machine Learning Competencies for the Archival Professions

ABSTRACTThis article presents qualitative research aimed at deriving key competencies for archival students and professionals to leverage Artificial Intelligence (AI) and Machine Learning (ML) to support the ongoing availability and accessibility of trustworthy public records. Methodology and findings are presented. Our primary source of data were interviews conducted between January and July 2023 with 10 archivists, record managers, and digital archives researchers from the UK, Canada, USA, Australia, and New Zealand. All our interviewees had practical experience applying AI and ML to the processing of records in archives or record management offices. Findings from the qualitative data analysis from the interviews are presented and organized in three areas of competencies: knowledge, skills, and attitudes.

Investigating the Effectiveness of Formative OSCE Combined with Visual Feedback in Improving Clinical Competence among Iranian Nurse Anesthesia Students: A Quasi-experimental study.

Lack of clinical competence can endanger the patient's safety and reduce the quality of providing health care services. The aim of this study was to examine the impact of formative Objective Structured Clinical Examinations (OSCEs) with immediate verbal and visual feedback on the clinical competence of fourth-year nurse anesthesia students. This was a single blind quasi-experimental study with a pre-test/post-test design in compliance with the CONSORT (Consolidated Standards of Reporting Trials) statement. Forty-eight students were allocated to intervention (n=24) and control (n=24) groups. During the academic semester, the students of the intervention group attended 3 sessions of formative OSCE (5 stations) with immediate verbal and visual feedback. In the control group, however, the students received in-person feedback according to curricular routine. The data collection tool included two sections. The first section included a questionnaire to collect demographic information such as age, sex, grade point average and marital status. In the second section, clinical competence of students was measured by Common Clinical Assessment Tool (CCAT). The collected data were analyzed by Analysis of Covariance, paired T-test, Chi-square, and Fischer's exact test in SPSS, version 16. Comparing post-test scores by ANCOVA showed a significant difference between groups (p=0.001) because there was a significant positive change in the overall clinical competence score in the intervention group after receiving formative OSCE. This study showed that regular implementation of formative OSCEs in nurse anesthesia education fosters learning and has a positive effect on improving students' educational behaviors and helps them learn more efficiently. However, it is recommended to conduct more studies with a larger number of participants to confirm this conclusion.

Interprofessional Care: An Approach to Enhance Care for Children With Autism Spectrum Disorders by Enhancing Interprofessional Competencies

BackgroundInterprofessional practice is an essential component of healthcare delivery, addressing health conditions requiring multidisciplinary approach. An interprofessional team working together, utilizing the skills and interprofessional competencies is needed to perform the function seamlessly. Interprofessional education is therefore essential to develop a “practice-ready workforce”. AimThis study is aimed at designing and validating an interprofessional education module to integrate interprofessional competencies among students to care for children with autism. MethodsQuasi-experimental study done among 49 students. Module was prepared using scientific methods and implemented. Data collection was conducted using questionnaires and observation checklist. Using the mean, frequency and percentage, and t-test, data were analyzed. ResultsThere was increase in the knowledge (pretest mean 9.43±2.92; post-test mean 12.27±2.98) and competency (pretest mean 76.98±7.55; post-test mean 91.88±5.31) scores with moderately positive correlation between knowledge and competencies (p≥0.05). The study aligned with promotion of Sustainable Developmental Goals 3 “good health and well-being”, 4 “quality education” and 17 “partnerships for the goals”. ConclusionStudy showed that the prepared module was successful in improving the interprofessional competencies of students.

FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS OF TECHNOLOGICAL EDUCATION

This article explores the processes and pedagogical strategies required to develop the professional competence of students in technological education. It emphasizes the relevance of integrating professional knowledge, skills, and values essential for preparing future specialists in technology-related fields. Using contemporary educational paradigms, the article identifies key components influencing the formation of professional competence, including the role of practical activities, interdisciplinary integration, and digital tools. It also provides recommendations for educators and institutions to effectively nurture competencies that align with the evolving demands of the workforce.

Friendship Management Training with Prosocial Orientation for Improving Social-Emotional Competence of Middle School Students

Background: Social-emotional competence have a high level of urgency to be actualized especially in middle school students because through this competency it is able to prevent the level of delinquency and crime and is able to improve academic achievement in students. This study aimed to determine the effectiveness of friendship management training with prosocial orientation to improve the social-emotional competence of middle school students. Methods: This study used an experimental method with a pretest-posttest control group design. A total of 39 middle school students in Padang City, Indonesia, were selected by a randomization technique to be assigned to a control or experimental group after completing an informed consent. Social-emotional competence was measured using the Social and Emotional Competencies Evaluation Questionnaire (Coelho et al., 2015) developed by researchers. The scale had an Alpha Cronbach of 0.935, indicating high reliability. Results: Result showed that the ANOVA test results showed that friendship management training effectively improved the social-emotional competence of middle school students (F = 6.633; p &lt; 0.05). The effect of treatment was proven to be significant, indicating an increase in the social-emotional competence of students who received prosocial-oriented friendship management training. The average increase in social-emotional competence of students with friendship management training was higher than that of the control group (F = 2,302; p &gt; 0,05). Conclusions: According the results, friendship management training was found to be effective in increasing social-emotional competence of middle school students. Therefore, the training is recommended as a promising program to be implemented in schools to promote social-emotional competence of students.

Scientific Validation of Student Competency Scale (SCS) Questionnaire for Assessing the Impact of Happiness Curriculum in Indian Government Schools

The education systems are experiencing a crisis globally as it is no longer enough for students to develop reading and numeracy skills alone. On the other end, the Happiness Index of India, 2024, showcases a poor stand universally, which has been proven to have a detrimental effect on academic performance and the holistic development of learners. In this line, the Happiness Curriculum (HC) was launched in Delhi, 2018, a first step in broadening the traditional public education system to embrace attention to the wholesome development of its students. This soon branched into Uttarakhand, a state ranked one among the three unhappiest states in the nation, under the name "Anandam Pathyacharya". Later, to measure student competencies developed through HC implementation, Brookings, 2020, developed and validated Student Competency Scale (SCS), a tool with 14 items across four subscales, namely Decision Making, Focus, Empathy and Relationships. Here, the scale was adopted and validated among 140 upper primary students in Uttarakhand, India, by incorporating standardised validation procedures such as Bartletts Test of Sphericity, Kaiser-Meyer-Olkin, Confirmatory Factor Analysis and Cronbach’s Alpha calculation using SPSS AMOS v26. Sample adequacy was confirmed (0.921). CFA confirmed the scales’ four-dimensional structure with strong factor loadings and model fit indices, while the internal consistency (Cronbach’s alpha) was high (0.927). Thus, this validation endeavour establishes the scale as a reliable tool to gauge student competencies in the context of the HC. By highlighting the SCS's scientific foundations and how it might be applied to India's educational system, the study offers a scope to measure HC's impact on learners' development.

Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature

INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.

EXPERIENCE-ORIENTED TRAINING CONTENT FOR ADVANCING THE QUALIFICATIONS OF UNIVERSITY LECTURERS

The article touches upon the eliminating contradictions between the potential of professional knowledge of young people, practical experiences of production specialists working in higher educational institutions and the empirical idea of professional and pedagogical competencies that contribute to the development of cognitive and personal skills and competencies of students in the educational process. In order to form and develop the above-mentioned personal qualities the authors have developed a level based professional development program for young and experienced university lecturers, the content of educational courses and the methodology of modern training. The level based educational program has been developed for three years. The content of the educational material of the second training module is aimed at developing innovative teaching methods and the final module allows them to study the methodology and monitoring of conducting pedagogical research. The practice of using active exercises as methodological methods at the beginning of classes allowed increasing motivation for educational and cognitive activity and improving the psychological state of students. Upon completion of the level training courses, students will be given the opportunity to perform project work on training modules and test themselves in readiness for transformative activities. The results of the work on the development of the content of the course program and the methods of teaching students at the courses can be useful for teachers, managers of advanced training courses at the university