Competence In Education Research Articles

State-of-the-art in teachers’ online pedagogical competencies in higher education from 2011 to 2022

State-of-the-art in teachers’ online pedagogical competencies in higher education from 2011 to 2022

725 Improving breastfeeding education and clinical competency through implementation of a standardized breastfeeding curriculum

725 Improving breastfeeding education and clinical competency through implementation of a standardized breastfeeding curriculum

Interventions to improve patient health education competence among nursing personnel: A scoping review.

To determine what intervention strategies have been used in interventions aimed at improving the patient health education competence of nursing personnel. There is a growing body of research on educational interventions for improving nursing personnel's patient health education competence, but there are significant differences in the teaching objectives, content and methods of these studies, as well as a lack of standardized educational strategies. The scoping review was based on the Joanna Briggs Institute methodology. In this study, six databases and the gray literature source, the Google search engine, were searched. A search strategy was developed based on the three-step search method recommended by the Joanna Briggs Institute. Two researchers independently performed study selection and data extraction. 22 articles reported on the specifics of educational interventions. The duration of these interventions ranged from a minimum of 1.5 hours to a maximum of 3 months. Most interventions employed face-to-face courses as the teaching model. The studies included a variety of teaching methods, with the most frequently mentioned being lectures, discussions, demonstrations, simulations and role-playing. However, most studies lacked specific teaching objectives and none described the educational content of the implementation process. Additionally, none of the studies developed educational content based on a competence framework for patient health education. Few studies reported on long-term effects. The diverse intervention strategies demonstrated in these studies could serve as valuable evidence to guide the development of relevant educational programs and facilitate the design of future high-quality educational interventions.

Hubungan Antara Metode Pengajaran Dosen dan Perkembangan Kompetensi Mahasiswa

This research aims to identify the relationship between lecturers' teaching methods and the development of student competencies in higher education. Student competencies include critical thinking skills, communication skills, problem solving abilities, and other practical skills needed in the professional world. This article uses a literature review approach that analyzes several relevant studies on the influence of various teaching methods, such as lectures, group discussions, problem-based learning (PBL), and project-based learning (PJBL), on the development of student competencies. Based on existing studies, it was found that interactive learning methods based on student participation, such as PBL and PJBL, have a more significant impact on student competence compared to conventional lecture methods. These results provide important insights for the development of higher education curricula to improve the quality of student competencies.

Building entrepreneurial interest: Exploring entrepreneurial competency and self-efficacy strategies in entrepreneurship education

Building entrepreneurial interest: Exploring entrepreneurial competency and self-efficacy strategies in entrepreneurship education

Precision Medical Education: Institutional Strategies for Successful Implementation.

Precision medical education (PME) represents a transformative approach in medical education, systematizing individualized and efficient learner competency development for enhanced patient care. While implementing PME has been described conceptually using the P4 medical education framework (proactive, personalized, participatory, predictive), many programs and institutions face implementation questions on navigating data integration complexities, resource constraints, cultural risk aversion to innovation, and more.To address such challenges, the authors of this Commentary propose 5 concrete, concurrent strategies for institutions and training programs to implement PME successfully. Of these strategies, 4 are aligned with the P4 framework. Strategy 1: Curate educational data, adhering to 8 foundational data principles (relevant, trusted, consistent, timely, accessible, connected, interactive, actionable), and integrate it into an education data warehouse to create a comprehensive learner profile. Strategy 2: Build institutional analytic capabilities, including leveraging existing resources and tools, such as artificial intelligence, to turn data into actionable insights. Strategy 3: Establish transparent, accountable governance structures with broad stakeholder engagement, emphasizing principled co-production of PME by learners, faculty, and educational leaders. Strategy 4: Continuously collect and evaluate outcomes tied to PME interventions, building validity evidence through predictive linkages. Strategy 5: Lead change to drive PME forward. This strategy cuts across all 4 other strategies to promote the effective adoption of systems and processes that drive PME into institutional culture.When successfully operationalized, PME enables precise, evidence-informed decision-making about and by learners, while benefiting faculty, coaches, and educational leaders. Through these strategies, programs and institutions can overcome implementation pitfalls and harness the full potential of PME to improve educational and patient care outcomes.

University students’ misconceptions of cellular structures and functions

ABSTRACT The goal of the present study was to assess biology students’ level of understanding and identify their misconceptions about cellular concepts. We conducted a questionnaire survey followed by interviews. Study participants (n = 620) were students enrolled in a biology degree programme. Data analysis showed that students had low knowledge of the basic characteristics of cells. Misconceptions were identified in all four core competencies of cell biology education. The most identified common misconceptions concerned the relationship between the structure and function of the cell membrane, nucleus and endoplasmic reticulum. Students have difficulty making the connection between cellular transport and its relationship to the structure of the plasma membrane. Students also struggled to make the connection between the different levels of organisation (macroscopic, microscopic and molecular). However, most students understood the concepts related to the chemical constituents of cells. Several potential factors are responsible for the appearance of misconceptions among the participants in this study, including levels, failure to use learning resources to visualise the various phenomena that take place in the cell, incomprehensible terms, and complexity of the processes and mechanisms of cell biology which, to understand them, require recourse to concepts taught in other disciplines such as physics and chemistry.

Transformasi MIM Bolon menjadi MIM Digdaya Bolon: Langkah Strategis dalam Meningkatkan Kualitas Pendidikan

The transformation of MIM Bolon into MIM Digdaya Bolon is a strategic step to improve the quality of education at the basic level through comprehensive changes, not only in the name aspect, but also the curriculum, management and teaching methods. This article examines this transformation process using a qualitative approach and case studies to analyze the steps taken and their impact on the quality of education. This research found that the name change to "Digdaya", which means strength to rise, serves as a symbol of the institution's efforts to improve the quality of education, introduce technology, and increase teacher competency. Apart from that, this transformation also involves developing relevant curricula, better educational facilities, and increasing collaboration with parents and the community. Even though it is faced with challenges such as limited human resources and facilities, MIM Digdaya Bolon has succeeded in creating a learning environment that is innovative and relevant to current developments. The positive impact of this transformation is reflected in the increasing number of students, learning motivation, academic achievement, as well as a more active role of parents in supporting children's education. In this way, MIM Digdaya Bolon has succeeded in improving the quality of education provided for future generations.

ChatGPT and responsible student education

The article aims to identify the significance of ChatGPT in shaping key skills and competencies among students, framed within the concept of responsible education. Responsible education is defined as enabling young people to actively engage in the labour market, create their career paths, and adapt to changing conditions. The study achieves its aim through a literature review identifying relevant skills and competencies for responsible education, followed by a survey conducted among students to draw critical conclusions. Additionally, an original assessment of ChatGPT's potential in responsible education is provided, along with educational recommendations.

Pendampingan Pembelajaran Qira’at dan Ilmu Al-Quran di Komplek Tahfiz Sukan Sofiuddin Selangor, Malaysia

The community service activity titled "Assistance in Qira’at and Qur’anic Studies Learning at Komplek Tahfiz Sukan Sofiuddin, Selangor, Malaysia" aimed to improve the quality of Qira’at and Qur’anic studies through a participatory approach. This program targeted enhancing the competencies of educators, increasing student motivation, and utilizing interactive digital media. Conducted over two days, the activity was attended by five teachers and 84 students from various halaqahs and age levels. The results demonstrated significant impacts on improving teachers’ abilities to effectively teach Qira’at variations and create an engaging classroom environment. Students exhibited greater interest in the technical aspects of Qira’at, with significantly improved learning outcomes. Moreover, the direct assistance achieved success in terms of quantity, with participant numbers exceeding the initial target. Despite challenges such as limited student understanding, varying technological skills among participants, and the short duration of training, implemented solutions effectively addressed these issues. This program has great potential to be replicated in other tahfiz institutions, supported by participatory approaches and digital technology. Therefore, this activity made a tangible contribution to the innovative and sustainable development of Qur'anic education.

INFORMATION AND COMMUNICATION COMPETENCY DEVELOPMENT IN EDUCATION SYSTEM: MODERN STUDIES AND PROSPECTS

The article shows the results of international and Ukrainian experience on the development of information and communication competency of secondary education process participants, based on research and scientific achievements of academic staff of the Comparative Studies Department for Information and Education Innovations of the Institute of Information Technologies and Learning Tools of NAES of Ukraine. The main obstacles for school teachers towards the formation of computer-based learning process are underlined. The article justifies actuality, significance and necessity for creation, development and evaluation of the ICT competency in education, as well as it further investigation in order to make substantial recommendations on the improvement of education system.

Cross-cultural adaptation and validation of a teaching questionnaire measuring facilitator competencies and characteristics of interprofessional clinical educators in an Asian setting

ABSTRACT This study aimed to validate an Indonesian version of the teaching questionnaire measuring the competencies of interprofessional education (IPE) facilitators and the characteristics of good clinical educators described by Kerry et al. (2021). A cross-cultural adaptation was developed and consisted of the following steps: forward–backward translation, content validity index measurement, cognitive interviews and a pilot study to measure content validity and reliability, exploratory factor analysis (EFA) to identify the new dimensionality, and confirmatory factor analysis (CFA) to confirm the measurement model. The pilot study results confirmed that the Indonesian version of the questionnaire assessing teaching competencies had good internal consistency (ω= .74 for the competencies of facilitators and ω= .88 for the characteristics of good clinical educators). The questionnaire was then administered to 209 clinical educators from five health professions. The EFA revealed two factors for the competencies (ω1= .86, ω2 = .70) and one factor for the characteristics of good IPE clinical educators (ω= .90). The CFA showed that the proposed model had a good fit with the observed data with (chi-square test: p > .05; CMIN/df, TLI, CFI, GFI, and AGFI were within the expected ranges; and RMSEA approximately .05)

Teaching Social Work Competencies Through the Lens of Sport

ABSTRACT Sport social work is an emerging area of research and practice within the social work profession. However, few educational offerings and subsequent course evaluations document whether curricula emphasizing sport can enhance student learning across the nine Council on Social Work Education (CSWE) competencies. This article describes the development and learning outcomes associated with a Social Work and Social Justice Through Sport course. In total, 21 students enrolled in the course assented to a postcourse survey and thematic analysis of their final papers. Our findings indicated students enhanced their knowledge and skills across the following CSWE competencies: (a) engage in practice-informed research and research-informed practice, (b) demonstrate ethical and professional behavior, and (c) engage in policy practice. Qualitative findings also indicated students learned about (a) intersectional issues in sport, (b) the benefits of sport and play, (c) barriers and facilitators to providing mental health services in sport settings, and (d) avenues for social change through sport. Findings from this evaluation contribute to a greater understanding of how sport social work courses can support student learning and attainment of CSWE competencies, as well as recruit interdisciplinary students with an interest in sport, mental health, and social justice to social work.

Artistic and Creative Development Through the Integration of Contemporary Artistic Practices into the Primary School Curriculum

In the educational standards, creativity is named as one of the key competences in education. However, not enough is being done to promote creativity in the education system. In this paper, we present the results of a study that used a pedagogical experiment to investigate how the inclusion of contemporary artistic practices can successfully influence the development of artistic-creative skills in eighth graders. The results show the success of the pedagogical experiment, which confirmed that by including the PISUPOŠ programme (Programme for the Implementation of Contemporary Art Practices in Primary School), which covers the content of contemporary visual arts, all of the identified factors of artistic creativity were successfully developed.

Правовая компетентность учителя начальных классов как фактор эффективной реализации федерального государственного образовательного стандарта начального общего образования

The purpose of the study is to determine the content and structure of the legal competence of primary school teachers as a professional quality necessary for the effective implementation of the requirements of the federal State educational standard of primary general education. The article discusses the current problem of developing the legal competence of primary school teachers in the context of the implementation of the Federal State Educational Standard. Based on the analysis of scientific papers and regulatory documents, the concept of "legal competence of a primary school teacher" has been clarified, the main structural components of legal competence have been identified and characterized: motivational, cognitive, practical and personal (reflexive). The key requirements of the Federal State Educational Standard of Higher Education for the legal competence of teachers as the basis for the formation of citizenship, patriotism and legal consciousness of younger schoolchildren are identified. The scientific novelty of the study is to clarify the content of the concept of "legal competence of primary school teachers". For the first time, the main structural components that form the legal competence of a teacher have been systematized and substantiated. The legal competence is considered not only from the perspective of normative legal knowledge, but also as an important educational tool for the formation of legal awareness and citizenship of younger schoolchildren. As a result of the study, it was found that the legal competence of a primary school teacher is a prerequisite for effective professional activity that ensures the successful implementation of the Federal State Educational Standard and includes knowledge of laws and other regulatory documents, understanding their content, the ability to apply legal norms to specific educational situations, and a willingness to constantly update legal knowledge.

The development of modern-day competences in education, in the context of an agile approach

The development of modern-day competences in education, in the context of an agile approach

Sonographer Experiences of Interprofessional Ultrasound Education: A Qualitative Study.

Point-of-care ultrasound (POCUS) technology has evolved rapidly and is being embraced by many health professionals as a valuable clinical tool. Sonographers are now teaching ultrasound skills to other health professionals in the clinical setting, including doctors, nurses, midwives, paramedics, and physiotherapists. The purpose of this study was to understand the breadth of the opportunities, transitions, and challenges experienced by sonographer educators navigating new interprofessional teaching roles. Sonographers, who had participated in an initial phase Delphi study defining sonographer competencies in POCUS education, were invited to participate in a follow-up interview. Semi-structured interviews were conducted, and the interview data were thematically analyzed to understand the experiences and perceptions of participants. Twenty sonographer educators were interviewed. Participants were clinically experienced sonographers from Australia and New Zealand with diverse professional experience in clinical teaching, university academic, ultrasound leadership, health management, and corporate roles. The transition to teaching interprofessional cohorts of learners in different clinical settings was substantial. The experiences of sonographers undertaking these new roles were described under the themes of "sonographer perceptions"; "educator knowledge"; "understanding learners"; "teaching dynamics"; and "ultrasound evolution." This study is the first to describe the experiences of sonographers engaged in interprofessional POCUS teaching. The results provide insight into the training needs of sonographers in this emerging area and will be used to inform the development of continuing education resources.

Learning how to learn: The relationships between students’ learning-to-learn (L2L) competence, learning self-efficacy, and achievement in project-based learning

Learning to learn (L2L) is a competence that helps students to more efficiently develop knowledge and master skills. Students can develop the ability to understand how they learn best, what learning strategies work well for them, and how to overcome challenges that arise in their own learning process. Students acquire L2L competence while achieving their learning goals. This study examines the relationships between three components of students’ L2L competence (learning management, self-assessment, and self-learning process), learning self-efficacy, and achievement in higher education. An online survey was administered on the Qualtrics platform to collect data from 145 undergraduate students involved in project-based learning at a Hong Kong university. The results indicated that learning management and self-assessment were positively associated with achievement. Learning self-efficacy partially mediated the effect of learning management on achievement and fully mediated the effect of self-assessment on achievement. In summary, L2L empowers students to become independent and self-directed learners when they are exposed to new learning experiences.

Exploring the Impact of Computer RPG Game-Based Teaching Modules on Environmental Education for Eighth-Grade Junior High School Students

This study aims to explore the changes in the cognition, attitudes, and behaviors of eighth-grade students regarding environmental and marine conservation after being taught using a computer-based RPG (Role-playing game) instructional module. The participants were divided into an experimental group and a control group. The control group received traditional instruction, while the experimental group used a course module designed for this study. This module was adapted based on the concept of the Fish Banks game, and the researcher developed a computer RPG game called "Ocean Domination" for the instruction. The results of the study revealed that, among the five environmental education competency indicators, the experimental group, which used the computer RPG game-based instructional module, showed significant improvement in environmental awareness and sensitivity, environmental conceptual knowledge, and environmental action experience. In contrast, the group that used traditional instruction did not show significant progress. Both groups exhibited significant improvement in environmental values and attitudes, as well as environmental action skills, with the experimental group's progress being higher than that of the traditional instruction group. Additionally, the experimental group demonstrated a significant improvement in interest in environmental course learning, whereas the traditional instruction group did not. In summary, the computer RPG game-based instructional module developed in this study had a positive impact on the cognition, affect, and skills of eighth-grade students in terms of environmental conservation.

Socio-Emotional Competencies in Primary School Through A Social Constructivist Approach

Theme: The social constructivist approach allows to establish processes of transformation in the educational field, guiding the motivated participation of the teacher and the concentration of efforts to promote socio-emotional competencies. Objectives: This article, derived from the doctoral research process, had as its general objective: To interpret the different pedagogical conceptions on the development of socio-emotional competencies guided through teaching under a social constructivist approach applicable in basic primary education. Therefore, the specific objectives were: 1. To identify the different pedagogical conceptions of the teacher on teaching with a social constructivist approach in basic primary education of the public educational institution. 2. To describe the pedagogical experiences on the development of socio-emotional competencies in basic primary education in public educational institutions. Method: maintains a qualitative approach, under the socio-critical paradigm, using hermeneutical phenomenology as a method based on the case study, in which six moments or phases were followed. The participants were ten teachers linked to the Luis Carlos Galán Educational Institution in the municipality of Villa Garzón de Putumayo, to whom inclusion and exclusion criteria were applied, as well as informed consent. The collection instruments were the focus group and semi-structured interview scripts, validated through expert judgment. Conclusion: Social constructivism as a support approach for the development of socio-emotional competencies implies highlighting the importance of social contact and the relevance of the learning context, showing the need to address the processes of social interaction.