Learning Competencies Research Articles

The Impact of the Advances in Labour and Risk Management (ALARM) Course on Learners’ Perceptions of their Own and Others’ Professions

Background: Simulation-based training in emergencies is beneficial for all professionals who work in obstetrics. However, managing obstetric emergencies requires both technical and non-technical skills such as teamwork. Interprofessional education (IPE) offers an effective strategy for learning competencies in collaboration and teamwork. The Advances in Labour and Risk Management (ALARM) course offers a platform for simulated training in obstetric emergencies and has been offered for learners in maternity care at our university for the past five years. Objective: The aim of the project was to explore the impact of interprofessional learning during the ALARM course on the attitudes and perceptions of learners in maternity care. Methods: A two-part questionnaire was administered to midwifery students and to family medicine and obstetric residents before and after the ALARM course. The questionnaire incorporated the Interdisciplinary Educational Perception Scale (IEPS) and open-ended qualitative responses. Results: Despite openness to and awareness of the importance of collaboration for patient care demonstrated in the qualitative analysis, there was a statistically significant difference between learners’ pre- and post-ALARM IEPS scores, indicating more negative perceptions of IPE following the intervention. Conclusion: Learners in maternity care are aware of the need for collaboration in practice. More explicit attention to teamwork and collaboration as a component of the ALARM course would promote development of both technical skills and nontechnical collaborative competencies. This article has been peer reviewed.

PBL hybrid: An exploration of the concept of hybrid learning in a resource-constrained university context

In this paper, we explore the concept of hybrid learning in the context of a project aiming to transform the master programmes at Gulu University in Uganda by incorporating problem- and project-based learning (PBL) and the use of digital technologies to prepare graduates to lead community transformation and improve employability. Teachers are experimenting and piloting PBL and digital technologies. Based on the teachers' experiences this paper provides insights into how PBL and hybrid learning are being enacted by teachers and learners in the context of a resource-constrained university environment. What are the challenges of bringing these principles of hybrid learning and PBL together in a resource-constrained environment? The paper understands hybrid learning as the development of a new quality of learning environments that goes beyond a mere mixture of elements, e.g. digital and analogue, on-site and off-site. In this paper we are particularly concerned with exploring how the new PBL hybrid practices are developing, with a interest in how digital tools are integrated into teaching and learning. This paper is based on the results of a co-construction workshop with teachers and researchers based on their experiences from the first pilot phase. The results of the study suggest that flexibility is a core concept in relation to PBL-hybrid. Hybrid learning involves flexibility in terms of how learners carry out educational activities, how PBL is implemented, the use of many different technologies and the use of both analogue and digital learning tools and spaces. Moreover, to achieve hybrid learning, the types of flexibility and technologies, as well as the mix of digital and analogue tools, depend on the specific context of the educational activities, as well as on the competences of learners and teachers. As such, hybrid learning needs to be seen as a concept in relation to the contexts in which it unfolds. This insight is important for networked learning, which cuts across contexts, actors, materials/spaces and digital/analogue modalities.

An adaptable and personalized framework for top-N course recommendations in online learning

In recent years, the proliferation of Massive Open Online Courses (MOOC) platforms on a global scale has been remarkable. Learners can now meet their learning demands with the help of MOOC. However, learners might not understand the course material well if they have access to a lot of information due to their inadequate expertise and cognitive ability. Personalized Recommender Systems (RSs), a cutting-edge technology, can assist in addressing this issue. It greatly increases resource acquisition through personalized availability for various people of all ages. Intelligent learning methods, such as machine learning and Reinforcement Learning (RL) can be used in RS challenges. However, machine learning needs supervised data and classical RL is not suitable for multi-task recommendations in online learning platforms. To address these challenges, the proposed framework integrates a Deep Reinforcement Learning (DRL) and multi-agent approach. This adaptive system personalizes the learning experience by considering key factors such as learner sentiments, learning style, preferences, competency, and adaptive difficulty levels. We formulate the interactive RS problem using a DRL-based Actor-Critic model named DRR, treating recommendations as a sequential decision-making process. The DRR enables the system to provide top-N course recommendations and personalized learning paths, enriching the student's experience. Extensive experiments on a MOOC dataset such as the 100 K Coursera course review validate the proposed DRR model, demonstrating its superiority over baseline models in major evaluation metrics for long-term recommendations. The outcomes of this research contribute to the field of e-learning technology, guiding the design and implementation of course RSs, to facilitate personalized and relevant recommendations for online learning students.

Consensus report of the second European Consensus Workshop on Education in Periodontology.

The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in-person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face-to-face, virtual and blended learning methods. Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology.

Development of mathematical competence as a key competence in English language teaching

The relevance of the study is conditioned to the need to explore new effective methods of implementing competence-oriented education while teaching English and forming key competences as a basis for learners’ comprehensive development and successful integration into a fast-moving cross-cultural society. The purpose of the study was to substantiate the category “mathematical competence in English language teaching learning” and analyse the survey of English language teachers to determine its understanding among teachers of secondary educational institutions. General scientific and empirical methods, deduction, comprehensive analysis, and comparison facilitated achieving the set goals. Hence, this paper presents the research on implementing the competence-oriented strategy stated by the Law of Ukraine on Education in general and the features of developing mathematical competence in English language teaching/learning as a key one. The modern view on understanding the concept in scientific discourse was analysed, including considering mathematical competence as a subject-specific, key, and super-competence. Assuming that communication is one of the methods and ways of teaching the English language, the authors’ vision of its definition regarding its development in the language learning was suggested. In addition, the survey of English language teachers was conducted and analysed and contradictions and problems in its comprehension and implementation among teachers were revealed: understanding the need to develop mathematical competence as a key one in teaching English; and the lack of methods and didactic materials for practical use at the English language lessons at secondary educational institutions. Furthermore, outlined prospects for future research in developing methods and efficient didactic materials for developing the mentioned competence and conducting an experiment to prove their effectiveness. These didactic materials also should comprise the psychological, linguistic, and lingua-didactic aspects, previously substantiated by the author of this paper, for developing mathematical competence as a key one in the process of teaching the English language

The Relation Between Theoretical and Practical Exams for Health Sciences Students at King Saud Bin Abdulaziz University for Health Sciences- Jeddah.

A comprehensive approach to assessment is essential to ensure that all students' learning competencies are measured accurately. Therefore, multiple methods of assessment have been developed to address this matter. This Study aims to assess the correlation between health sciences students' performance on theoretical and practical exams. A correlational study design was conducted. The academic performance of 352 students across theoretical/practical courses was tested. SPSS version 29.0 was used for analysis. Spearman's rho correlation (Rs), Wilcoxon, and Mann Whitney were computed at p<0.05. The theoretical performance was strongly correlated with the practical performance of all programs pooled together (Rs (352) = 0.67, p<0.001). Also, there was a strong correlation between theoretical and practical performance for male students (Rs (181) = 0.72, p<0.001), while a moderate correlation for female students (Rs (171) = 0.53, p<0.001). Mann-Whitney test revealed significant mean performance difference by gender both at theoretical (U = 9284, p<0.0001) and practical (U = 11,373, p < 0.0001) levels. There were significant correlations between theoretical knowledge and practical skills across the selected four programs.; The mean student's performance was better in the practical skills than in the theoretical knowledge assessment, and female students surpassed male students in both practical and theoretical assessments in the four programs offered to both genders.

DEVELOPMENT OF GRAMMAR COMPETENCE IN PRIMARY SCHOOL STUDENTS

The development of grammar competence in primary school students is a fundamental aspect of language education, which significantly impacts their overall academic performance and communication skills. This article explores the methodologies, challenges, and outcomes associated with enhancing grammar competence in young learners. The discussion includes theoretical perspectives, practical strategies, and empirical findings to provide a comprehensive understanding of this crucial educational objective.

Adaptasi Guru Terhadap Kebijakan Kurikulum Merdeka Belajar di SMA Negeri 5 Kupang

This study aims to determine teacher adaptation to the independent learning curriculum policy and the obstacles to the independent learning curriculum policy for teachers at SMA Negeri 5 Kupang. This research used a descriptive-qualitative approach. The subjects of this study were school principals, curriculum representatives, and teachers. Data collection techniques in this study were carried out through observation, interviews, and documentation. Data analysis techniques use data reduction, data display, and verification. The results of the study found obstacles to the independent learning curriculum policy for teachers, namely: (1) the quality of the teacher's human resources, who do not fully have competence in minimal learning; (2) the facilities and learning resources are minimal, or the infrastructure is not yet adequate, and teachers are technology stuttering; and (3) the selection of subjects the students are not given the freedom to choose according to their interests, talents, and abilities.

Learning by doing using the Life Cycle Assessment tool: LCA projects in collaboration with industries

Active learning, also called "learning by doing" (LbD), has resulted in positive learning outcomes in several higher education degrees. This paper describes an LbD experience within Chemical Engineering education aiming to enhance learning and transferable competencies using a Life Cycle Assessment course as a vehicle. This compulsory course belongs to the European Project Semester (EPS) program taught in the fourth year of the Chemical Engineering Degree at the University of Cantabria. From the beginning, the activity has targeted LCA practice with a strong emphasis on performance and its application as a decision-making tool in real case studies through close collaboration with regional companies. Working in partnership with industrial companies has favoured a win-win-win situation as students could apply knowledge as future LCA specialists. In contrast, companies gained valuable insights to improve their environmental performance, and lecturers enhanced their industrial networks. A public session carried out at the end of the activity created an enriching debate on subjects from a diversity of points of view (e.g., the selection of impact categories, the proposed improvements for environmental impact reduction, etc.). According to the lecturers, the competencies acquired by students through this LbD experience in life cycle assessment have notably evolved, demonstrating not only an enhanced understanding of environmental impacts across a product life cycle but also a significant improvement in critical thinking, team collaboration, and practical problem-solving skills, thereby bridging the gap between theoretical knowledge and its application in real-world scenarios. This is in line with the student’s perception that considered, such as "problem resolution", "capacity for analysing" and synthesis and "capacity for information" management. These are essential not only for future LCA practitioners but for chemical engineers.

The Development and Implementation of a Competency-Focused Curriculum in Health and Exercise Sciences

Historically, undergraduate programs in Health and Exercise Sciences (i.e. Kinesiology) are rooted in common areas such as physiology, anatomy, biomechanics, motor control, psychology, nutrition, and rehabilitation. A typical four-year program offers a general education across these areas often delivering a breadth of knowledge in many areas, albeit often lacking in transferable technical skill that relates to industry. With many graduates now pursuing advanced training in professional programs there is a need to develop more competency-focused curricula to better prepare students for entry into professional fields. Further, overburdened healthcare systems worldwide combined with an ageing population find themselves with a gap in service delivery, given the growing body of evidence supporting the benefits of high-quality exercise training in the prevention, treatment and management of chronic conditions. In 2018, following feedback from provincial ministries, the University Senate, faculty, students, and community partners, the School of Health and Exercise Sciences at the University of British Columbia Okanagan underwent a strategic review. This review led to the development of a professionally focused, competency-based program, now known as the Bachelor of Health and Exercise Sciences. Within this program are three concentrations geared towards developing knowledge and skills in differing areas dependent on student interest and desired career path: Kinesiology and Allied Health, Health Behaviour Change, and Clinical Exercise Physiology. The development of the revised curriculum involved crucial components such as defining new program and concentration level learning outcomes, competency profiles, definitions, progressions, and practical assessment strategies. Additionally, each concentration integrates a community practicum designed to enhance mastery of competencies within a professional setting. Establishing these practicums necessitates ongoing collaborative efforts with both existing and new community partners, the formulation of standards, and the implementation of a process to ensure students possess a baseline skill level before engaging with the community. A substantial challenge in the revised curriculum is the instruction of technical skills in a lab environment, as well as effective practical skill assessment that meets industry standards, for upwards of 200 students. To this end a great deal of planning was required from a resources standpoint, onboarding of new faculty with industry experience, as well as alignment with pre-existing certifying bodies including the American College of Sports Medicine, Exercise &amp; Sport Science Australia, and the Canadian Society for Exercise Physiology. Looking to the future we anticipate both challenges and opportunities as we continue to redefine professional competencies and remap them throughout the curriculum to enhance skill progression and ensure our graduates are fit for purpose. Further, we are excited to continue to work alongside provincial entities and existing certifying bodies as we look toward the professionalization of the field. Lastly, but up utmost importance, is the dissemination of our process to other organizations and institutions in hopes to build momentum in the quickly evolving academic and professional landscape of Health and Exercise Sciences. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Learner Competence Across Cognitive Levels In Undergraduate Medical Education: An Item Response Approach.

Objective: The current study endeavors to evaluate competence of learners using item response theory approach in undergraduate medical education. Methodology: The responses of the examinees from first professional year (MBBS) were evaluated for Anatomy discipline to gauge learner competence through knowledge, understanding and application in the subject using item response theory approach (IRT) which is an effective tool to measure the validity (discrimination and difficulty index) of assessment, while KR-20 is used to gauge reliability of the items with statistical software STATA 17. The quality of question and level of examinee responses provide skill level and competence of learners. Results: The current study found that the C1 and C3 level items from the Anatomy discipline are mostly acceptable and effectively gauge learner competence while flawed C2 level items need complete restructuring. The study also identified weak areas of average learner for items in each cognitive level. Conclusion: The study found significant role of IRT in effectively estimating competence of the examinees across cognitive levels for each discipline and in building of an effective test pool through assessment of learner ability and construction of quality SBAs to achieve valid and reliable assessment tool. Keywords: Difficulty index; Discrimination index; Single best answer questions; Cognitive levels; Item characteristic curve.

Effect of Catch Them Early Approach on Expository Reading Skills of Grade 7 Students

Effect of Catch Them Early Approach on Expository Reading Skills of Grade 7 Students

A study of the intercultural communicative competence and the effects of cultural familiarity on reading comprehension based on ethnicity

As an academic endeavor in an EFL setting especially in the field of reading comprehension, this study intended to examine intercultural communicative competence (ICC) and the effects of cultural familiarity on reading comprehension based on two specific ethnicities (Turk and Fars). To this end, participants, 130 EFL students majoring in English, were chosen from three universities in Iran. The effects of cultural familiarity on students' reading comprehension were examined by utilizing two types of processes, providing relevant background knowledge and text nativization. These two processes were used as two separate treatments for the members of the experimental groups. Members of both control and experimental groups subsequently received reading comprehension tests. Then, to elicit ICC levels, the participants were asked to complete ICC Questionnaire. The statistical analysis of the data revealed the significantly positive effect of cultural familiarity on the reading comprehension performance of both Turk and Fars experimental groups and no significant difference was observed between the reading comprehension performance and ICC level of the ethnic groups of Fars and Turks. The present study emphasizes the facilitating and positive effect of cultural familiarity on the reading comprehension of specific ethnic groups and suggests that cultural familiarity can be a valuable tool for enhancing reading comprehension and promoting language performance and cultural competence of Iranian EFL learners. Therefore, due to the importance of teaching culture in the field of English language teaching, there should be much more attention to cultural and intercultural matters when designing a language curriculum.

Implementation of 21st Century Learning through The Stages of Teaching at The Right Level Approach for Students of Integrated Islamic Elementary Schools

21st-century skills generally refer to the core competencies of digital learning, critical thinking, and real-world problem-solving. These skills are developed to help learners cope with modern developments. Learners are seen as individuals who are active learners, rather than spectators and listeners. The study aimed to investigate the implementation of 21st-century learning through the application of the Teaching at the Right Level (TaRL) approach. The research method is descriptive qualitative, which describes the results of interviews, questionnaires, and observations conducted by researchers. The results of the data analysis of fourth grade students in IPAS (Social and Science Subject) learning show better results, the mean score of students is 82.21 with the performance of students above the criteria for achieving learning goals as high as 84 percent, i.e. 16 students and 16 percent, i.e. 3 students have still not achieved KKTP. The highest score is 100 and the lowest score is 41. The percentage shows that the implementation of 21st-century learning by applying the TaRL approach helps students develop critical thinking, problem-solving, and intellectual skills and shows that students' learning outcomes have improved.

Unlocking success: strategic approaches to enhancing communicative competence in English learning

This article explores the multifaceted nature of communicative competence, discuss its key components, and examine strategies for developing and enhancing this vital skill based on the survey conducted among English language learners. Through a deeper understanding of communicative competence, learners can unlock the full potential of their language abilities and navigate the complexities of our interconnected world with confidence and proficiency. The analysis of an online survey among first-year students provides insights into gender distribution, English proficiency levels, communication skills, and cultural awareness. A significant gender disparity is evident, with females comprising 83% of participants. Regarding English proficiency, the majority perceive themselves as intermediate, with smaller proportions identifying as pre-intermediate, beginner, or advanced. While confidence in overall communication skills is high, specific challenges exist in grammar, speaking, and writing. Limited engagement in English conversations outside formal settings indicates a need for increased practice opportunities. Various strategies are employed to enhance English skills, including media consumption and interaction with native speakers. These findings underscore the importance of tailored support for learners at different proficiency levels, promoting increased engagement in English practice outside the classroom, and integrating cultural sensitivity training to enhance communication skills and intercultural competence.

Relationship of high-fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross-sectional study.

This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses. HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment. A cross-sectional study reported following STROBE criteria. Data were collected on new nurses (n=224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence. Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, andHFS design indirectly affected clinical competence through clinical reasoning. HFS learning is one of the best ways to improve clinical reasoning.Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses. The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice. Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.

싱가포르 국가수준 유아교육과정 탐색

Objectives The purpose of this study was to exlore the Singaporean early childhood education curriculum, which emphasizes competency-based education, and to examine insights that can be applied to our own early childhood education curriculum. A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum before and after its revision. Methods A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum documents before and after revision. Results Firstly, through the revision process, the Singaporean early childhood education curriculum expanded its understanding of children's learning, and emphasized values, socio-emotional competencies, and learning dispositions. Additionally, it streamlined learning areas and altered area names. These changes are aimed at laying the foundation for learning essential for adapting to future society, fostering lifelong learners from early childhood, and enabling them to grow. Secondly, the Singaporean early childhood education curriculum emphasizes the learning of competent learners and underscores the importance of learning experiences tailored for this purpose. It emphasizes the formation of children's competencies and consistently stresses the intention and role of educators. Furthermore, it encourages interest in assessing children's learning, providing guidance on specific learning content and observable behaviors. Conclusions Through exploring the Singaporean early childhood education curriculum, insights were gained into various content and structures that can be incorporated into educational curriculum documents. It also suggests the need for reflection on the scope of documents that contain this content.

수업 체계성과 일관성이 대학생의 학업 성취도에 미치는 영향 분석

This study explores the association between instructional practices and college students’ achievement. Using National Assessment of Student Engagement in Learning(NASEL) data from Korean Educational Development Institute, we conducted random effect and fixed effect models to verify whether the increase in instructional organization and coherence moderates the achievement of students, especially for those with low level of cognitive competence. Results revealed that both instructional organization and coherence were positively related to student achievement. Furthermore, these instructional practices appeared to improve achievement especially for students with lower level of cognitive learning competence. These findings suggest that instructional organization and coherence may be an effective instructional practice in enhancing underprepared students’ achievement in higher education.

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BAHASA INGGRIS UNTUK SISWA KELAS X MENGENAI TEKS NEWS ITEM

This article is based on the development research that aims to develop multimedia of learning English which is attractive and effective for grade X Students about news item text. The development of the multimedia for learning English uses Lee and Owens model. The procedure of developing the multimedia covers four steps. They are: 1) need analysis and assessment, 2) designing multimedia learning, 3) developing and implementing the multimedia, and 4) evaluating the multimedia. The data of this research are compiled any sources i.e. validation result of leaning design expert, subject matter expert and learning media expert. It is also from students as treatment subjects and English lesson teacher. The treatment subjects are 39 students consisting of 3 students for personal treatment, 5 students for small group treatment and 31 students for field treatment. The results of the research show that: 1) developing the Macromedia Flash based multimedia of English learning for Class X was assessed by validators as learning media which is in good category and it is suitable to use. 2) the treatment subjects, students and English teacher gave response and conclusion that the multimedia is attractive for learning English, shown from the result of personal treatment subjects’ questionnaire of 88.7%, the result of small group treatment subjects’ questionnaire of 64.4% and the result of field treatment subjects’ questionnaire of 84.2%, therefore, the average of total treatment subjects’ questionnaire is 79.7%, then 3) this multimedia can be used effectively to achieve learning competencies, proven by the result of increasing score gained by the students in pre-test and post-test which is 72.03%. Keyword: development research, multimedia of learning English, news item text

Digital literacy in undergraduate pharmacy education: a scoping review

Abstract Introduction Digital health technologies (DHTs) play a crucial role in enhancing patient care and have become an integral part of pharmacy practice. However, to fully harness the benefits of digital health, it is imperative to have a digitally literate pharmacy workforce. Despite ongoing efforts to promote digital literacy, there remains a gap in digital health education within many pharmacy schools. Aim To explore strategies used in the education, training, and assessment of digital literacy among undergraduate pharmacy students and trainees. Methods Following the Joanna Briggs Institute (JBI) methodology and guided by a registered protocol. Five electronic databases were searched (MEDLINE [Ovid], PubMed, Embase, Scopus, and CINAHL), using specific keywords and index terms. The eligibility criteria included: Participants (undergraduate pharmacy students and trainees), Concept (digital literacy in terms of curriculum development, training approaches, assessment methods, and evaluation), Context (worldwide studies), and Types of Sources (all study types published in English between 1995 and 2022). Three independent reviewers performed study selection in two phases (titles/abstracts and full text), resolving any discrepancies through discussion with two additional reviewers. Data were extracted by two reviewers using a predefined table. The extracted data were thematically analysed, examining patterns and themes across the studies, using the Health Education England (HEE) capability framework as an initial thematic framework.[1] The Constructive alignment theory was applied to assess the alignment between taught material and assessment approaches in the reviewed studies.[2] Results We identified 624 articles and included a total of 57 studies in our scoping review. Four main themes were generated: (1) competencies, skills, and learning objectives, (2) delivery methods, (3) assessment methods, and (4) course development. The studies identified three categories of learning objectives for digital literacy: theoretical understanding of health informatics, familiarity with various DHTs, and applied informatics for patient-centred care and interprofessional collaboration. The review found a variety of delivery methods, with blended approaches being the most commonly used. Various assessment strategies were employed, including retrieving data from DHTs for patient plan presentations, live evaluations of DHT skills, critical appraisal of DHTs, and quizzes/written exams. Multiple strategies were also utilised for course development, including literature reviews, evaluations of existing courses, piloting, and collaboration with organisations, experts, companies, and schools to develop digital health courses at undergraduate pharmacy schools. Conclusion This scoping review is the first study to focus on incorporating digital literacy education into undergraduate pharmacy programmes, emphasising its significance. It identifies learning objectives, skills, competencies, teaching and assessment method to achieve this goal. Recommendations include prioritising foundational knowledge, keeping pace with the developing technology, using standardised guidelines for reporting educational interventions, and partnering with stakeholders to facilitate the development of digital literacy courses. While providing a valuable overview and practical suggestions for enhancing digital literacy education, our study acknowledges limitations, such as the potential oversight of relevant unpublished studies and a lack of detail in some reviewed studies. Nevertheless, it offers essential insights and a foundation for future research and collaborative efforts to prepare future pharmacists for the evolving landscape of digital health.