Competence Of Students Research Articles

Digital Competencies in Higher Education Students: Analysis of Attitude, Knowledge, and Use of ICT

In the contemporary era, the convergence between education and digital technology demands an ongoing revision of pedagogical strategies, focusing on placing the student as the protagonist of the learning process. This study aimed to analyse the digital competencies of students from the Higher Technological Institute of Spain (ISTE) in Ecuador, considering their attitude, knowledge, and use of information and communication technologies (ICT), as well as how sociodemographic variables affect this context. Using a non-experimental, descriptive, cross-sectional research design with a correlational approach to variables, the ACUTIC questionnaire was applied to a sample of 156 ISTE students. The data was analysed with R Commander 4.3.1, first performing a descriptive analysis exploring trends in variables such as age and gender. Furthermore, the use of parametric and non-parametric tests depends on the data distribution. The results confirmed that there are no gender differences in attitude, knowledge, or use of these technologies (p-value > 0.05). While age does not correlate with ICT use (p = 0.1661) or attitude (p = 0.1173), it does relate to knowledge of them (p = 0.0182) and to the possession of computers and smartphones (p < 0.001 and p = 0.0059, respectively). There is a robust correlation between ICT knowledge and use (p-value < 2.2e-16). Geographical location corresponds with stable internet access (p = 0.0000) and computer ownership (p = 0.0028). In conclusion, the digital competencies of ISTE students in Ecuador are influenced by multiple sociodemographic factors and represent a crucial aspect of adapting to the changes and demands of education.

The effect of transition-action-details technique on the narrative writing of the eighth grade students of junior high school

This study was an experimental research which aimed at determining the effect of Transition-Action-Details technique on the narrative writing competency of the eighth-grade students of SMP. The sampling technique that was used in this study was cluster random sampling through lottery. The lottery was given twice. The result of the first lottery indicated that class VIII.B and class VIII.C were selected as the samples of this study. Both of the samples consisted of 25 students. The result of second lottery indicated that class VIII.B was assigned as experimental group who were taught by using Transition-Action-Detail technique and class VIII.C was assigned as control group who were taught by using conventional writing technique. Research design of this study was Post-test only control group design. After conducting post-test, the result was analysed descriptively and inferentially. The result of data analysis showed that the students who were taught by using Transition-Action-Details technique performed better achievement than those who were taught by using conventional writing technique. It had been proved from the mean score of the experimental group was 82.60 while the score of control group was 73.32. Moreover, the result of t-test analysis was 4.381. In which the comparison was (4.381 > 1.96) tob = 4.381 is higher than tcv = 1.96 in the level significance 0.05. It indicates that there is a significant difference between the two groups’ score. In this case, null hypothesis (Ho) in this study was rejected. It can be concluded that Transition-Action Detail technique contributed significant influence to the students’ writing competency. It can be noticed that the students in the experimental group obtained better result than the students in control group.

Teaching introductory biomechanics course in low resource environment

Biomechanics originates at the interface of engineering mechanics and biological science. Biomechanics is an essential course for students of various disciplines, such as sports medicine, kinesiology, exercise science, orthopedics, medical sciences, biomedical engineering, and biological sciences. An introductory biomechanics course involves concepts of biology, mathematics, and mechanics that students find difficult to understand. This results in incomplete and ineffective learning of biomechanical concepts. The professional competence of a biomechanics student significantly depends on learning outcomes. Designing and developing an effective instructional methodology for an introductory biomechanics course that can improve students’ learning outcomes is challenging. Teaching a biomechanics course in a low-resource environment lacking expensive biomechanics experiment equipment and commercial software is an additional challenge. Literature suggests that active learning instructional techniques can help overcome these challenges. The present study reviews active learning methods such as Experiential Learning, Problem-based Learning, Challenge-based Instructions, Just-in-Time Teaching, Game-based Learning, and Mobile Learning, which have the potential to enhance the learning outcomes of biomechanics students during an introductory biomechanics course. The present study also discusses the possibility and effectiveness of these pedagogical approaches while teaching an introductory biomechanics course in low-resource environments. A curriculum designed (lecture and laboratory modules) for effectively delivering biomechanics courses to students in low-resource environments has been suggested. This study also highlights open-source software packages and tools that are helpful for teaching and learning introductory biomechanics in low-resource settings.

A Study on Cultivating Intercultural Communication Competence of Students at Beijing Hospitality Institute Based on the Evaluation Standards of the Intercultural Competence Competition

A Study on Cultivating Intercultural Communication Competence of Students at Beijing Hospitality Institute Based on the Evaluation Standards of the Intercultural Competence Competition

Developing College Students’ Entrepreneurial Competences: Designing Project-Based Learning Entrepreneurship Foundational Course in Chinese Universities

This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.

Using Structural Competencies for Faculty and Students to Integrate Principles of Social Justice and Health Equity Into a Doctor of Physical Therapy Program.

Integrating principles of social justice and health equity (SJHE) into Doctor of Physical Therapy (DPT) education may be one way to confront the root causes of health inequity. The purpose of this method/model presentation is to highlight structural competencies for faculty and students to integrate SJHE into a 3-year DPT program and a professional development program designed to provide core and clinical faculty with the tools to engage in critical discussions with students and support their development as agents of change. This presentation highlights how SJHE structural competencies can be integrated into existing course content (as opposed to presented as a standalone course). Researchers interviewed 10 DPT faculty and 10 DPT students about their experience learning about SJHE. Six clinical instructors (CIs) who supervised students during a full-time clinical education experience (CEE) discussed students' ability to apply SJHE concepts during CEEs. Faculty expressed the need for practice in low-stakes settings such as through simulation. Students valued learning about SJHE over 3 years with the opportunity to integrate content during CEEs but felt that SJHE could be better integrated in classroom content. Some peers were perceived to be resistant to SJHE. Clinical instructors described that although students were prepared to apply foundational SJHE concepts, students were surprised by the complexity of patient need. Exploratory analysis of faculty, CI, and students' perceptions confirm that SJHE is needed in DPT education but takes time to integrate well with a steep learning curve and additional faculty development needs that must be met.

Digital competences of social work degree students: an exploratory study based on a survey utilizing a triangulated voluntary sample

ABSTRACT In various countries, the digital competences of social work students are inadequately addressed within existing curricular frameworks. Addressing this gap necessitates a more nuanced understanding of the prevailing digital competence trends among these students, though the methodology for such measurement remains ambiguous. This study investigates the applicability of the DigComp 2.2 model for gauging the digital competence levels of social work students. Employing a predominantly quantitative-exploratory approach, data were gathered in the Czech Republic and Slovakia through a 22-item questionnaire designed to assess the five digital competence areas outlined in the DigComp v2.2 framework (N = 151). The analysis revealed a spectrum of competence levels, ranging from insufficient to relatively high across different areas. These findings were benchmarked against the only other known study utilizing the DigComp model on the social work student demographic, which employed the model in a relatively less rigorous manner, showing considerable alignment. Based on these insights, recommendations for enhancing future research methodologies are proposed.

Theoretical Issues of Training Pedagogical Competency for Students Majoring in Primary Education at Universities to Meet Output Standards

Training pedagogical competency for students is an important activity, a specific feature of vocational training in the training program, distinguishing teacher training from training in other majors. The purpose of training pedagogical competency activities is to form competency, theoretical and practical competencies for pedagogical students - future teachers. For students majoring in primary education, vocational training is even more important because, in the future, these are the teachers who will participate in the process of educating young children. Therefore, it is necessary to clarify the content, skills, and methods in the process of pedagogical competency training for students majoring in primary education from a theoretical perspective. Because this is the basis for universities to design appropriate content and training programs. Based on researching domestic and foreign documents; Vietnam’s legal documents; this study focuses on analysis, comparison, and evaluation to clarify the following contents: (i) Training objectives; (ii) Content of the training program; (iii) Methods and forms of training organization; (iv) Training force, cooperation between universities and primary schools; (v) Evaluate training results against output standards; (vi) Conditions and facilities for training. Clarifying theoretical issues helps universities have a basis for applying them to their future training process.

Effects of a skin type diversity seminar on undergraduate medical students’ self-assessed competence in managing skin diseases in patients with skin of color

BackgroundSkin diseases in patients with skin of colour (Fitzpatrick skin types IV to VI) are underrepresented in dermatology training, which may lead to lower quality of care for these patients. To address this underrepresentation in medical education, a newly developed seminar on skin type diversity using an interactive teaching method was implemented in an undergraduate medical curriculum. This study examined the effects of a seminar on the self-assessed competence of medical students in managing skin conditions in patients with skin of colour.MethodsA questionnaire survey was conducted among fourth-year undergraduate medical students at the University of Hamburg (Germany) between October 2023 and February 2024. Students’ self-assessed competence was compared before and after the obligatory seminar (pre- and post-design).ResultsIn total, 158 students participated in the survey. After the seminar, knowledge of the presentation of skin diseases in patients with skin of colour and the associated psychological burden, differences in the incidence of skin diseases in different skin types, and the ability to diagnose skin diseases in darker skin types increased. Most participants stated that they wanted to attend more courses on this topic.DiscussionAppropriate courses for medical students can improve their competence in managing different skin diseases in patients with skin of colour. In the future, more attention should be paid to teaching the diversity of skin types in dermatology education.

Enhancement of Psychosocial Competence and Well-Being of Chinese High School Students under the COVID-19 Pandemic: Tin Ka Ping P.A.T.H.S. Project in Mainland China

Mental health problem is a growing problem in mainland China and the situation has worsened under the COVID-19 pandemic. Besides focusing on tertiary and secondary prevention strategies, there is an urgent need to enhance the well-being of adolescents through primary prevention programs. During the pandemic, a positive youth development program entitled “Tin Ka Ping P.A.T.H.S. Program” was implemented in schools in mainland China. In 2022/23 academic year, students were invited to write a weekly diary on their experience about the program after completion of the program (N = 2,337). Qualitative evaluation showed that 98.2% of the students perceived the program was beneficial to their well-being in different domains. Specifically, students perceived the program enhanced their sense of community, school and academic adjustment, interpersonal relations (family relations and peer relations), and intrapersonal competence (including optimism, resilience, positive coping with stress, spirituality, life meaning and cherishing one’s life). In conjunction with other quantitative and qualitative evaluation findings, the triangulated findings strongly suggest Tin Ka Ping P.A.T.H.S. Program is a promising program that enhances the psychosocial competence and quality of life of adolescents.

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

BackgroundThe integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.MethodsA comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).ResultsPositive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.ConclusionOur findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

Effectiveness of Kathmandu University School of Medical Sciences Medical Evaluation Scheme

Background: Evaluation analysis the learning capabilities and check the knowledge with skills that students have gained during study period. Good evaluation scheme is a key issue in medical education. Evaluation scheme currently in use are reviewed with attention to their strength and weaknesses. The purpose of the present study was to determine perception of medical students regarding effectiveness of Kathmandu University School of Medical Sciences (KUSMS) medical evaluation scheme which may enhance the competency of the medical students as well as quality of medical education. Materials and Methods: This study was cross sectional questionnaire based study which consisted of 250 (165 male and 85 female) medical students who have already appeared in university examination. A Google Form Questionnaire was generated and shared to the student in order to acquire their perception regarding KUSMS medical evaluation scheme. Data was collected and statistical analysis was done. Results: Majority of the participants had shown their strongly agreement that KUSMS medical evaluation scheme is one of the best tool which help them to support in improving their learning skills and in obtaining good mark in their examination. Most of them also agreed that formative assessments give them the best opportunity to improve the weakness in their studies. Similarly, they preferred more integrated pattern of examination (current) rather than discipline based (subject wise) examination. Conclusion: The assessment methods should match the competencies being learnt and the teaching methods being used. Several assessment methods are used longitudinally to assess the student’s learning needs and to identify optimal performance by the faculties.

A Critical Examination of Digital Competency among Postgraduate Students of Burdwan University

In the age of continuous transformation, keeping in view the gradual increase in the usage of digital platforms, this study aims to explore digital competency among postgraduate students of Burdwan University. In this study, researchers have used a standardized questionnaire developed by Tzaflkou et al. [1] consisting of 28 items. 5- The Point Likert scale has been used for this research. Among randomly selected 112 respondents 65 were boys and 47 were girls in this study. The researchers used the “t-test” to analyze the data. The evaluated data revealed an insignificant difference in digital competency between male and female postgraduate students, whereas a significant difference in digital competency at .05 level between postgraduate students belonging to the arts and science stream prevailed here. Between Urban and rural postgraduate students, there was a significant difference at 0.05 level. The justification of this study shows that digital competence can make students more capable, and more job-oriented than before. The recommendations regarding digital competency for students, teachers, and overall educational institutions proved that it is essential for upgrading themselves and coping with the modern world. In conclusion, the study revealed that the proposed scale could be utilized for new acts and schemes regarding lifelong learning, and planned modifications, in the solitary areas for the betterment of people including students.

Reflective Thinking on Enhancing Student Competencies in Learning Management through Outcome-Based Learning According to Constructive Alignment

This study investigates the implementation of learning outcomes-based education in mechanical engineering, focusing on students aspiring to pursue teaching careers. By using constructive alignment and reflective thinking methodologies, the study aims to enhance these students’ competencies in line with professional teaching standards. The study targets a group of 23 mechanical engineering students. The researcher’s established learning process forms the basis for the study methodology, incorporating learning objectives, active learning, and reflective thinking. The tools employed include a knowledge measurement test, activity evaluation through observation participation, follow-up on a permitted 5-level activity, reflection on learning experiences through writing, structuring learning activities in each subject, and assessment using qualitative content analysis. The results reveal significant variations in students’ academic achievements before and after the study, indicating moderate learning progress. The assessments of management learning performance are comprehensive, with learners engaging at the highest average level. This study underscores the significance of reflective learning approaches in developing competencies that align with professional teaching standards, enhancing students’ capacity to critically assess their thoughts, feelings, and attitudes, thereby influencing their actions and preparing them for real-world applications.

The Needs Analysis of Attachment Technique for Teacher in Inclusive Primary School

This study aims to analyze the need for development a attachment technique to improve teacher pedagogical competence for students with special needs in inclusive primary schools. Analysis of the needs used is quantitative analysis. The research respondents were teachers primary inclusive schools in the city of Surakarta. This research is limited to the analysis of related approach teachers to students with special needs conducted in inclusive schools. The results of this study indicate that 84% of teachers in inclusive schools still have difficulties to establish an approach. Teacher need to improve their competence one of them is guidance to support learning in their class. The Attachment tecnique can be one is needed to teachers can apply to approach students with special needs conducted to support learning in their class. Therefore, it is necessary to develop an attachment technique to improve teachers pedagogical competence.

Pembuatan Neon Box Berbasis Panel Surya sebagai Pemanfaatan Energi Mandiri di SMK Negeri 2 Pengasih Kulon Progo

<p><em>Innovative Independent MBKM activities are initiations and efforts to facilitate student learning rights in self-development to improve student competence by skill and knowledge in the fields of Education, Industry, Society, Entrepreneurship, and Research. Students carry out Innovative Independent MBKM activities through Educational Practices at one of the SMKs in Kulon Progo. SMK Negeri 2 Pengasih is a superior vocational high school in the Kulon Progo region which is the destination for carrying out Educational Practices activities. This school does not have technology for the utilization of renewable technology. Neon boxes are made by involving observation, design, working process, trial, and job evaluation. The purpose of creating a neon box is to reduce dependence on conventional energy sources, generate long-term cost savings, and decrease the carbon footprint. Through the neon box innovation, the results were obtained that this tool can integrate solar panel technology as independent energy utilization.</em></p>

Situational Teaching of Emergency Language Curriculum Constructs

In the situation of sudden disasters, linguistic communication became a key part of disaster research. Both China and the West emphasized the importance of disaster education, and the development of emergency language courses in universities has become an important concern in the above context. This study constructs an emergency language course based on the situational teaching theory to improve the emergency language competence of Chinese university students. Firstly, the curriculum was designed using the situational teaching method, based on which the 4 units of the emergency situation design were used to prepare the draft of the curriculum. Then the content validity of the curriculum was reviewed by experts, finally form the capability indicators of emergency language talent and the simulation-oriented emergency language curriculum.

ANALYSIS OF THE INDEPENDENT CURRICULUM OF LEARNING AQIDAH AKHLAK MATERIAL AT SMK YPPI SURABAYA

This study aims to analyze the implementation of the Independent Learning Curriculum in the subject of Aqidah Akhlak at SMK YPPI Surabaya. The Independent Learning Curriculum is a new initiative from the Indonesia government that emphasizes learning flexibility and holistic student competency development. This study uses a qualitative descriptive method with data collection techniques through observation, interviews, and documentation. The results of the study show that the implementation of the Independent Learning Curriculum at SMK YPPI Surabaya has had a positive impact on improving students' understanding of Aqidah Akhlak material. Teachers have an important role in designing interactive and contextual learning according to the needs of students. In addition, the challenges faced include limited resources and adaptation to curriculum changes. However, with collaborative efforts between teachers, students, and school management, the implementation of the Independent Learning Curriculum is able to improve the quality of Aqidah Akhlak education and form the character of students with noble character.

PEDAGOGICAL CONDITIONS FOR THE EFFECTIVE FORMATION OF STUDENTS’ REFLECTIVE COMPETENCE

The article presents a study on the problem of developing reflective competence of university students. The purpose of the article is to determine pedagogical conditions aimed at the effective formation of students’ reflective competence. The methodological basis of the process under consideration is the competency-based and reflexive-activity approaches. As the main research methods, the author used analysis and synthesis of scientific literature, conceptual analysis, and analysis of regulatory documents, testing, surveys, and statistical methods of primary processing of materials, generalization of experience at universities. The authors identified a connection between the concepts of “professional competence” and “reflective competence” of students. They substantiated the need to develop the reflective competence of students as one of the fundamental professional competencies. We identified external and internal pedagogical conditions as circumstances of the learning process that influence the preparation of students for subsequent professional activities and ensure the effectiveness of the training process. The article shows the stages of the formation process; the levels of formation of reflexive competence; indicators that characterize each level are presented. The authors describe diagnostic tools that allow determining the level of reflective competence of students. The relationship between the achieved level of development of reflective competence and the success of students in educational and cognitive activities has been revealed. It is noted that for the successful formation of reflexive competence as a component of the professional competencies of graduates of a university, it is necessary to organize in a special way the conscious reflexive cognitive activity of students.

Implementation of Science Literacy in Science Study Courses for PGSD Students

In the world of Science Education, Science Literacy plays an important role in preparing quality and competent students who are able to compete at the international level. To cultivate and improve science literacy in science education, lecturers must create a learning environment that actively involves students. Learning that is dominated by lecturer-centered methods, such as lectures and textbooks, produces passive learners, which can lead to boredom and lack of reasoning and knowledge in science literacy. This study aims to explore the implementation of science literacy in the Science Study Course for PGSD students. The methodology involves literature studies, field observations, and interviews. Data were obtained through reviewing articles, journals, and other relevant sources related to the research, supported by observations and interviews, and then analyzed qualitatively through descriptive descriptions. The results of the study show: (1) the implementation of science literacy facilitates students in understanding the material presented, namely the solar system through various activities such as reading scientific texts, writing scientific essays, creative activities or making posters, searching for information, reflection, presentations, discussions, and questions and answers, (2) supporting factors in the science literacy movement are the lecturers who teach, available facilities, scientific articles, and book references.