Competence Of Students Research Articles

Balancing Tradition with Innovation: Reform and Practice of Genetics Experiments for International Students in the Aeronautics and Astronautics and Civil Aviation

Genetics experiments are an integral part of the core curriculum for undergraduate students in the life sciences, and are essential for cultivating innovative talent in line with the evolving demands of contemporary higher education. This research explores innovative reforms and practices in genetics education for international students against the backdrop of ‘San Hang’ (Aeronautics, Astronautics, and Civil Aviation). By combining traditional experiments with the latest advances in genetic research and technology, the study enhances the exploratory and practical dimensions of the experiments. The introduction of open-ended experimental design empowers students to independently identify problems, formulate hypotheses, and conduct experimental verification, thereby fostering their innovative thinking and practical skills. The results show that these reforms have improved the quality of teaching, refined the content of experiments, and established a distinctive ‘San Hang’-oriented genetics teaching system that fosters a holistic set of innovative competencies in students.

PHOTOVOICE ANALYSIS OF INDUSTRIAL PRACTICE EXPERIENCE: A COLLABORATIVE AUTOETHNOGRAPHY STUDY

This study aims to examine the experience of implementing industrial practice with photovoice analysis through a collaborative autoethnography approach and reveal the factors that determine the success of industrial practice. This research is qualitative and uses a partial collaborative autoethnography approach. The source of research data is industrial practice activities. The sampling technique was carried out through purposive sampling. Data collection was carried out through critical autoethnography, observation, and Focus Group Discussion (FGD). The validity test technique used was FGD. Data analysis was carried out through content analysis. The results of this research include: first, the study of industrial practice learning experiences contained aspects of togetherness and cooperation (collaboration ability category); discussion (communication ability category); involvement, contribution, initiative, responsibility, and dedication (proactive category); implementation of knowledge, fast learning, self-development, obedience, and time management (adaptive category). Second, the factors determining the success of industrial practice include a supportive partner work environment, team solidarity, student competence, and student personality.

미래 예비교사의 AI 리터러시와 교수 효능감 발달을 위한 교육청 캠프 운영 사례 연구

Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting interviews. Finally, we fostered interaction among the participants during the learning process through Naver Band, and observed the outputs and learning process through activities such as creating teaching and learning content using AI and digital tools. Results: We found high satisfaction levels, and significant positive effects on students' perception of AI, AI literacy, and teaching efficacy. Clearly, the camp courses helped participating students develop AI literacy, enhance teaching efficacy, and build their competencies as future teachers. Conclusions: The "AI and Digital Competency Education Practicum for Future Teachers" conducted in the Winter/Summer School can enhance participants' AI literacy, teaching efficacy, and overall learning satisfaction. This has important educational implications for future teacher training.

Proposed Nutrition Competencies for Medical Students and Physician Trainees: A Consensus Statement.

In 2022, the US House of Representatives passed a bipartisan resolution (House of Representatives Resolution 1118 at the 117th Congress [2021-2022]) calling for meaningful nutrition education for medical trainees. This was prompted by increasing health care spending attributed to the growing prevalence of nutrition-related diseases and the substantial federal funding via Medicare that supports graduate medical education. In March 2023, medical education professional organizations agreed to identify nutrition competencies for medical education. To recommend nutrition competencies for inclusion in medical education to improve patient and population health. The research team conducted a rapid literature review to identify existing nutrition-related competencies published between July 2013 and July 2023. Additional competencies were identified from learning objectives in selected nutrition, culinary medicine, and teaching kitchen curricula; dietetic core competencies; and research team-generated de novo competencies. An expert panel of 22 nutrition subject matter experts and 15 residency program directors participated in a modified Delphi process and completed 4 rounds of voting to reach consensus on recommended nutrition competencies, the level of medical education at which they should be included, and recommendations for monitoring implementation and evaluation of these competencies. A total of 15 articles met inclusion criteria for competency extraction and yielded 187 competencies. Through review of gray literature and other sources, researchers identified 167 additional competencies for a total of 354 competencies. These competencies were compiled and refined prior to voting. After 4 rounds of voting, 36 competencies were identified for recommendation: 30 at both undergraduate and graduate levels, 2 at the undergraduate level only, and 4 at the graduate level only. Competencies fell into the following nutrition-related themes: foundational nutrition knowledge, assessment and diagnosis, communication skills, public health, collaborative support and treatment for specific conditions, and indications for referral. A total of 36 panelists (97%) recommended nutrition competencies be assessed as part of licensing and board certification examinations. These competencies represent a US-based effort to use a modified Delphi process to establish consensus on nutrition competencies for medical students and physician trainees. These competencies will require an iterative process of institutional prioritization, refinement, and inclusion in current and future educational curricula as well as licensure and certification examinations.

빅 히스토리를 활용한 AI 기반 융합질문 생성 교육용 서비스 ‘OASIS’ 개발

This study aims to design an AI-based educational service using Big History to enhance convergence competency in secondary school students and to evaluate the effectiveness and satisfaction of the designed service, OASIS(Online AI-based Service for Inquiry Studies). Through three stages of model improvement, the core model OASIS was developed. Convergence competency tests were conducted on 128 first-year high school students before and after using OASIS. Additionally, the effectiveness and user satisfaction were evaluated by a user satisfaction survey conducted with the same students and 15 educational experts. OASIS utilizes ChatGPT to provide multidisciplinary information on input keywords, thereby enhancing interdisciplinary understanding. The service is structured to foster convergence competency through the creation of convergence inquiries and interactive activities. The results of the convergence competency tendency test and user satisfaction survey indicated that the use of OASIS helped enhance students' convergence competency and showed high satisfaction regarding the usefulness of information. However, limitations such as the inaccuracy of information and slow loading speeds were noted. Addressing these limitations could improve the service’s applicability in secondary education for fostering convergence.

STRUCTURAL COMPONENTS OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PRIMARY SHCOOL STUDENTS THROUGH INTERACTIVE METHODS IN TEACHING

The article delves into a challenge concerning the advancement of foreign language communicative skills among elementary school students. It introduces the notion of sub-competencies within foreign language communicative skills, which serve as integral components. Furthermore, the paper outlines findings from an experimental investigation on the development of foreign language communicative competencies in primary school students. The primary objective of the article is to justify the cultivation of foreign language communicative competences in elementary school students through collaborative work in pairs and small groups, dialogues, discussions and games. The author supports the effectiveness of these methods by employing methodological tasks. The reliability and validity of the study's findings and conclusions are assured through the analysis of sub-competence formation at all levels. The tasks assigned within educational activities serve as the foundation for fostering foreign language communicative competencies. In this article, the author also emphasizes the competency-based approach of contemporary foreign language instruction. This competency includes various communicative tasks by motivating young learners. Within this research, communicative competence is defined as the key point. Communicative competence of primary school students is a harmonious combination of communicative sub-competencies, as well as a stable experience of their successful application.

THE EDUCATIONAL USE OF INTERACTIVE ELECTRONIC TEXTBOOKS IN PRIMARY FOREIGN LANGUAGE TEACHING

This article is devoted to the problem of developing foreign language communicative competence of primary school students on the basis of an interactive electronic textbook and provides an example of a training course developed based on an electronic textbook. The specificity of teaching a foreign language lies in the fact that students master the language in an artificial language environment due to the lack of a natural one. New information technologies are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. This situation involves the widespread use of computer technology and various technical teaching aids. The use of computer technology in foreign language lessons in primary school can be presented in different variations: working with specialized sites, watching authentic videos, etc. А very effective and relatively affordable method for teaching foreign languages is using of the electronic textbook. An electronic textbook allows you to implement the principles of a differentiated and individual approach to learning. Therefore, it is quite natural that in the teaching of a foreign language, new opportunities for using information and communication technologies have found a wide variety of applications. Despite the presence of various approaches to the problem of implementation new learning technologies in primary foreign language education, the educational use of electronic textbooks in primary ELT requires a more complete consideration.

DEVELOPING INTERCULTURAL COMPETENCE IN TOURISM STUDENTS ALONGSIDE LANGUAGE LEARNING

This paper explores the development of intercultural competence in tourism students alongside language learning, emphasizing its critical role in preparing students for the global tourism industry. Drawing from Byram’s framework of intercultural communicative competence and Deardorff’s assessment models, the study highlights the integration of language and culture in educational settings. It also analyzes the contributions of intercultural education programs, showing how they enhance students’ cultural sensitivity and communication skills. The findings demonstrate the necessity of fostering intercultural awareness and competence to improve students’ professional adaptability in diverse cultural environments.

A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities: Empirical Analysis Based on Structural Equation Modeling

With the continuous advancement of education informatization, Technological Pedagogical Content Knowledge (TPACK), as a new theoretical framework, provides a novel method for measuring teachers’ informatization teaching ability. This study takes normal students of English majors from three ethnic universities as the research object, collects relevant data through questionnaires, and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure. The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling, the results show that the one-dimensional core knowledge of technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) have a positive effect on the two-dimensional interaction knowledge of technological content knowledge (TCK) and pedagogical content knowledge (PCK); furthermore, TCK and PCK have a positive effect on TPACK; and TK, CK, and PK indirectly affect TPACK through TCK and PCK. On this basis, suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.

Perceptions and impacts of the Happy Program on socio-emotional competencies: a mixed-methods study in primary education

Introduction: The "Happy Program" implemented by AMCO across various schools in Latin America has been the subject of a mixed-methods study assessing its impact on the socio-emotional competencies of primary school students. The study focuses on the perceptions of both teachers and students, integrating quantitative and qualitative techniques for a comprehensive evaluation. Methods: Mixed-methods design to thoroughly assess the impacts of the Happy Program on socio-emotional competencies among primary school students. This design incorporates both quantitative and qualitative approaches to provide a multi-dimensional understanding of the program’s effects. Teacher’s study, this segment involves a survey distributed to 57 teachers, designed to capture their perceptions before and after the implementation of the Happy Program. The survey measures changes in their views on students' socio-emotional skills and the overall classroom environment. Teachers are asked to rate the program’s influence on student behavior and emotional management, and to comment on areas for improvement, such as activity variety and family engagement. Parallel to the teacher survey, a larger scale study surveys 1,526 students. This study aims to gather direct feedback from the students about their experiences with the Happy Program. Students respond to questions about their emotional understanding, how they manage emotions, and their interactions with peers and family members as influenced by the program. This data is crucial for measuring the perceived effectiveness of the program from the students’ perspective. Findings/Results: Teachers reported a generally positive impact of the program on students, noting enhancements in key skills such as self-regulation and empathy. However, they also identified areas for improvement, such as activity diversification and greater family engagement. The results detail an increase in emotional understanding and management skills among students, with 76% of teachers observing significant improvements in these areas following the program's implementation.

Принципы, условия и средства формирования компетентности правдоподобного рассуждения студентов-математиков педвуза

This article highlights the actual problem of modern education, aimed not only at transferring knowledge, but also at preparing students for life difficulties, adapting to changes and actively participating in the development of society. The approaches to the formation of the competence of plausible reasoning among students of mathematics at pedagogical universities, as well as the principles, conditions and means necessary for its development are considered. The purpose of the study is to analyze various methods and strategies that contribute to the development of the competence of plausible reasoning, and describe the basic principles, conditions and means to ensure its successful formation. The methodological basis of the research is the theory of the gradual formation of mental actions by P. Ya. Galperin, the theory of the development of thinking, as well as systematic and constructive approaches. These theories play an important role in shaping students' plausible reasoning, as they are directly related to cognitive activity. The article presents and analyzes the main approaches to the formation of competence of plausible reasoning, such as theoretical-semantic, inductive and analog, computational, constructive, problem-oriented, modeling and design, as well as provides examples of each of them. Special attention is paid to the use of open tasks as an important tool in the development of this competence. The article provides examples of the use of open problems for the formation of plausible reasoning competence in mathematics students, as well as describes the basic principles, conditions and means of its effective formation. As a result of the research, the importance of integrating various approaches into the educational process and the need for further study of methods for forming the competence of plausible reasoning is emphasized.

The Role of Industrial Internship Activities to Improve Digital Competency of Engineering Students: Perception of Engineering Managers in Industry

Collaboration between the campus and the industrial world can bridge the gap that occurs between the campus and the industrial world, so that both can be integrated and synergized. This study qualitatively explored the contribution of maximizing work-integrated learning through industrial internships. The research findings from the perspective of three industry managers reveal that industrial internships can improve engineering students’ digital engineering competencies such as digital engineering observation and identification, basic and technical understanding of digital technology, work safety, predictive maintenance and programming skills to be ready to enter the workforce. The implications of the research reveal that through industrial internships students can learn from mistakes and challenges faced during industrial projects, for the development of their professional competencies. In addition, the experience and development of digital engineering competencies from the industrial world can be used as a reference for their final assignments, as well as enriching the quality of their research and academic reports, as it can bridge the gap between formal education and the demands in the ever-evolving world of work.

BOSHLANG‘ICH TA’LIM YO‘NALISHI TALABALARIDA INNOVATSION KASBIY KOMPETENTLIKNI RIVOJLANTIRISHNING NAZARIY ASOSLARI

This article describes the theoretical foundations of the development of innovative professional competence of primary education students. The formation of this competence is one of the urgent tasks in modern educational processes and is important in increasing the effectiveness of pedagogical activity. The article analyzes the definition, importance and application of innovative methods in education, as well as the psychological and pedagogical basis of this process. From a scientific point of view, what kind of pedagogical conditions are necessary for students to acquire the skills of effective use of innovative teaching methods and technologies.

Artificial intelligence in developing doctoral students' research competencies

The study deals with the topical issue of introducing artificial intelligence (AI) into the students’ professional training at the third educational and research level of higher education. The aim of the study is to empirically verify the AI role in building the research competence of future doctors of philosophy (PhDs). The research employed the following methods: monitoring, quantitative, qualitative, comparative data analysis, modelling. The study involved monitoring the development of the students’ research competence of the third educational and research level of higher education according to substantive, design, procedural, optional, communicative components. The method of using AI in building the research competence of PhD students was developed and tested. The level of research competence increased during the implementation of the method of using AI. So, the growth was the following: substantive – by 7.5%, design – by 10%, procedural – by 8.4%, optional – by 11.4%, and communicative – by 8.5% components. The results of the study can be used in the educational process of higher education institutions (HEIs) to create the content of the training of applicants. The prospect of research is the development of recommendations regarding the use of AI tools in the development of their research skills.

Comparison of academic achievement, graduation competency and academic sustainability of veterinary students based on college admission processes

A university’s admission policy is established to select applicants who can successfully complete the curriculum. Thus, it is important to develop optimal admissions processes for applicant selection. This study was conducted to infer the most suitable admission processes for veterinary school applicants by examining academic achievement, graduation competency and academic sustainability. It was conducted on students admitted from 2009 to 2018 at one of the veterinary colleges in Korea. The admission methods were divided into, first the regular admission (RA) process, primarily reflecting the results of the College Scholastic Ability Test, and second, the rolling admission processes. The rolling processes were further divided into admission officer-based (AO), high school grade point average-based (GA), essay test-based (ET), admission for the underprivileged (UP) and admission for overseas Koreans and foreigners (OKF). The final grade point average was observed to be higher in the order of the GA, AO and RA groups. The survey on the veterinary graduation competency did not reveal any difference between the regular and rolling admission processes. However, among the latter, AO-based admission showed a higher ratio of outstanding competency levels. In terms of academic sustainability, OKF admission demonstrated a higher rate of failure while RA showed a higher rate of expulsion and dropout. Summarizing the above results, the most successful veterinary applicants were selected through AO-based admission. These results are meaningful in providing the basic information required to establish admission policies for veterinary colleges in Korea.

PECULARITIES OF DEVELOPING CRITICAL READING ABILITY OF THE MASTERS OF THE SPECIALTITY 7М01712 – TRAINING OF FOREIGN LANGUAGE TEACHERS

The article reveals the development of critical reading skills of master's students of the specialty 7M01712 - ‘Preparation of teachers of foreign languages’. The article emphasizes the importance of using lecture texts in the educational process to prepare master's students for professional activities. Effective use of professional texts in the classroom contributes to the improvement of scientific and professional speech and communicative competence of master's students, which in turn provides the optimal use of various methods of critical analysis in their future professional activities. Special attention is paid to the development of independent thinking skills, search, analysis, systematization, structuring and communication of information.The author identifies three stages of critical reading development. The author also suggests types of questions that promote the development of this type of reading, as well as the ability to identify contradictions and types of structures present in a text and to argue one's point of view based not only on logic, but also on the ideas of the interlocutor. The use of various methods and tools of critical reading technology at the stage of challenge, at the stage of reflection and at the stage of analysis is described. Methodological recommendations on mastering the technology of critical reading are intended for teachers of a foreign language, but can be useful for teachers of other subjects, since the technology of critical reading development belongs to the interdisciplinary modern educational technologies. The article presents practical experience of using some techniques of critical reading technology on the example of the special course “Cognitive linguocultural methodological foundations”.

ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ӘДІСТЕМЕЛІК ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ ЖОЛДАРЫ

This article discusses the ways of forming the methodological competence of a future teacher of the Kazakh language and literature. Theoretical works are summarized and studies related to the disclosure of the essence of the concept of "methodological competence of a university student" are analyzed. It is known that methodological training is an important component in the content of teaching philology students. The importance of methodological training as an integral part of the student's professional competence in the formation of methodological competence is determined. Using the example of the research directions of scientists, it was suggested that various factors influence the definition of ways to form methodological competence. In addition, the criteria for the formation of such types of methods as modeling of pedagogical situations, analysis of pedagogical situations, design, game method, case method, problem seminar, problem lecture, used in the formation of methodological competence of students, are clarified and defined. It is known that the formation of methodological competence of students of philology is an important and multifaceted process. Here are some main ways to achieve this goal: providing fundamental knowledge in the field of theoretical education, linguistics, literary studies and pedagogy, deep learning in teaching methods and technologies, and the development of practical skills. Conducting micro-lessons, drawing up curricula, analysis, development of educational materials, pedagogical practice, practical training in schools and other educational institutions, participation in the real educational process help to effectively form the methodological competence of students of philology. It was found that the personalization of this process is also important, taking into account the individual characteristics of each student.

Impact of Teacher’s Effectiveness on the Acquisition of Skills in Early Childhood Education (ECE)

The study was conducted to explore teacher effectiveness in the development of skills in early childhood education (ECE). The aim of this research work was to know to what extent the teacher is effective in the development of skills in early childhood students. Thus, the performance of learners was evaluated based on the impact of ECE resource rooms on the skills development of learners from the teacher's perception. A total of 170 teachers were chosen from elementary and secondary schools as a sample of this study. The effectiveness of the teachers in early childhood education (ECE) was evaluated using a self-created questionnaire. Data entry and subsequent statistical analysis were conducted using the Social Sciences Statistical Package (SPSS 21). The results revealed that male and female teacher perceptions about utilizing ECE resource rooms were different among student skills and competency development. It was concluded that a healthy learning environment is considered to be supportive in augmenting the development of the brain, as well as social and physical. The resource rooms should be established to boost prospective teachers' imagination and enable them to create stories. Teachers should be encouraged to raise discussions among students to gain their attention and support the learning process.

Examining Validity and Reliability of General English Course Assessments in Higher Education

This study investigated the validity and reliability of a General English Course assessment tool at Universitas Harapan Bangsa. Using a quantitative descriptive technique, the study examined the assessment items using point-biserial correlation for validity and Cronbach's alpha for reliability. While the instrument had high overall reliability, several items needed to be revised to improve its validity. The findings indicate that the assessment instrument is generally reliable and valid; nevertheless, continuing monitoring and adjustment are required to maintain its quality and assure accurate evaluation of student English competence.

OPTIMIZING MATHEMATICS LEARNING IN FIFTH GRADES: THE CRITICAL ROLE OF EVALUATION IN IMPROVING STUDENT ACHIEVEMENT AND CHARACTER

The aim of this research is to describe the role of learning evaluation in fifth grade elementary school mathematics subjects. This research was conducted on Fifth-Grades students of UPT SD Negeri 060809 Medan Kota. The research method used in this research is descriptive qualitative. The subjects in this research are Fifth-Grades students and Fifth-Grades teachers and the objects in this research are the results of interviews and observations. Data collection techniques in this research are interviews with students and teachers, conducting classroom observations, analyzing supporting documents and literature studies. The data analysis technique used in this research is content analysis. The research results show that evaluation of mathematics learning in Fifth Grades of SD Negeri 060809 Medan Kota has an important role in measuring learning achievement, providing feedback, identifying weaknesses and strengths, and directing learning improvements. The evaluation instruments used include oral tests, assignments and portfolios. Apart from that, evaluation also aims to measure academic achievement and character, foster multicultural awareness, and encourage the application of values in real contexts. Furthermore, evaluation also plays a role in developing student learning competencies by measuring student progress, identifying their learning needs, and planning appropriate interventions. It also involves providing constructive feedback, developing metacognitive skills, and encouraging reflection and continuous improvement for students.