Computer Competence Research Articles

Students’ Perceptions Regarding the Role of Technical Education and Vocational Training Institutes in Uplifting their Computer Competency in City, Faisalabad

Technical education is crucial for Pakistan's economic progress, providing earning skills and employment opportunities. However, many people focus on earning degrees instead of focusing on technical education. A study was conducted at two female TEVTA public educational institutes in Faisalabad, focusing on computer appliance courses. The study found that vocational educational institutes improve skills through learning by doing with, while technological gadgets are the second-ranking skill. Basic level courses are the third-ranking skill. Technical and vocational institutes play a significant role in developing students' confidence and changing their lives. The study suggests that high authorities should manage educational resources in these institutes to improve the educational quality. The study highlights the need for higher authorities to address the lack of interest in technical education among head teachers and students.

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

AbstractIn this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

State-of-the-art analysis of quantum cryptography: applications and future prospects

Quantum computing provides a revolution in computational competences, leveraging the principles of quantum mechanics to process data in fundamentally novel ways. This paper explores the profound implications of quantum computing on cryptography, focusing on the vulnerabilities it introduces to classical encryption methods such as RSA and ECC, and the emergence of quantum-resistant algorithms. We review the core principles of quantum mechanics, including superposition and entanglement, which underpin quantum computing and cryptography. Additionally, we examine quantum encryption algorithms, particularly Quantum Key Distribution (QKD) protocols and post-quantum cryptographic methods, highlighting their potential to secure communications in the quantum era. This analysis emphasizes the urgent need for developing robust quantum-resistant cryptographic solutions to safeguard sensitive information against the imminent threats posed by advancing quantum technologies.

Computer Competencies Needed for Implementing Artificial Intelligence in Special Education Schools from the Perspective of Pre-Service Teachers

Computer Competencies Needed for Implementing Artificial Intelligence in Special Education Schools from the Perspective of Pre-Service Teachers

Fostering Computation Competence with Non-Counting Strategies and Conceptual Subitizing in Grade 1: An Intervention Study in Inclusive Classrooms

Computation competence (CC) with non-counting (NC) strategies is an important aim of Grade 1 mathematics education, but studies have shown that many students struggle to acquire these skills and continue to rely on counting strategies in later years. Therefore, even though counting is an important first strategy for young children, it is vital to support the development of CC with NC strategies from the earliest stages of mathematics education. This study examined the success of an intervention to promote the use of CC and NC strategies and conceptual subitizing (CS). The study was conducted with a sample of N = 1017 Grade 1 students, and investigated whether the achievement gain was affected by the intervention setting: cooperative learning, individual support for low achievers, a combination of the two settings, and a control group. Students in the combined setting had greater achievement gains in CC with NC strategy use and CS than the control group and outperformed those in the other intervention groups in CS. The combined setting also benefitted low achievers in mathematics for CS, but not for CC and strategy use. A combination of cooperative learning and individual support seems to be the best option for improving the CS and CC and NC strategy use of first graders, especially low achievers in mathematics.

An overview of key online resources for human genomics: a powerful and open toolbox for in silico research.

Recent advances in high-throughput molecular methods have led to an extraordinary volume of genomics data. Simultaneously, the progress in the computational implementation of novel algorithms has facilitated the creation of hundreds of freely available online tools for their advanced analyses. However, a general overview of the most commonly used tools for the in silico analysis of genomics data is still missing. In the current article, we present an overview of commonly used online resources for genomics research, including over 50 tools. This selection will be helpful for scientists with basic or intermediate skills in the in silico analyses of genomics data, such as researchers and students from wet labs seeking to strengthen their computational competencies. In addition, we discuss current needs and future perspectives within this field.

Self-Efficacy, Competence in Technology Information and Computers, and Burnout: What is the Profile for Teachers?

Burnout in teachers will affect the teacher's mental health condition. Teacher burnout is rarely researched because it affects teacher credibility. Thus, burnout experienced by teachers must be anticipated because it will be detrimental to the teacher himself, the organization, and the students. Teachers’ self-efficacy and ICT competency are thought to influence teacher burnout. Teachers with low self-efficacy and ICT Competence will tend to be susceptible to burnout. The problem formulation in this research is “Do self-efficacy and ICT Competence have a relationship with teacher burnout?”. This research examines the relationship between self-efficacy and ICT Competence and burnout in teachers. The research uses a quantitative design with SPSS-assisted multiple linear regression. The research results showed an influence of self-efficacy on burnout, an influence of information and computer technology competence on burnout, and an influence of self-efficacy and information and computer technology competence on burnout. Researchers discussed and provided in-depth suggestions for this research.

The Development of an Assessment Scale for Computational Thinking Competence of In-Service Primary School Teachers

In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers’ CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers’ mastery level of their Computational Thinking Competence (CTC) in the Chinese context. The validity and reliability of the scale have been studied by conducting exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and calculating internal consistency coefficients. The sample of this study consisted of 631 in-service teachers from different Chinese primary schools (EFA N = 189; CFA N = 442). The 31-item scale mirrors five factors: cognitive knowledge of CT, practices and skills of CT, attitudes and perspectives of CT, CT teaching design, and CT teaching implementation. The discussion of the results looks at the future use of the CT scale in Chinese educational settings that mirror a specific national education policy, talent demand, and educational culture.

Artificial Neural Network (ANN)-Based Water Quality Index (WQI) for Assessing Spatiotemporal Trends in Surface Water Quality—A Case Study of South African River Basins

Artificial neural networks (ANNs) are powerful data-oriented “black-box” algorithms capable of assessing and delineating linear and multifaceted non-linear correlations between the dependent and explanatory variables. Through the years, neural networks have proven to be effective and robust analytical techniques for establishing artificial intelligence-based tools for modelling, estimating, and projecting spatial and temporal variations in water bodies. Accordingly, ANN-based algorithms gained increased attention and have emerged as practical alternatives to traditional approaches for hydro-chemical analysis. ANNs are among the widely used computer systems for modelling surface water quality. Considering their wide recognition, resilience, flexibility, and accuracy, the current study employs a neural network-based methodology to construct a novel water quality index (WQI) model suitable for analysing South African rivers. The feed-forward, back-propagated multilayered perceptron model has three parallel-distributed neuron layers interconnected with seventy weighted links orientated laterally from left to right. First, the input layer includes thirteen neuro-nodes symbolising thirteen explanatory variables, including NH3, Ca, Cl, Chl-a, EC, F, CaCO3, Mg, Mn, NO3, pH, SO4, and turbidity (NTU). Second, the hidden layer consists of eleven neuro-nodes accountable for computational tasks. Lastly, the output layer features one neuron responsible for conveying network outcomes using a single-digit WQI rating extending from zero to one hundred, where zero represents substandard water quality and one hundred denotes exceptional water quality. The AI-based model was developed using water quality data obtained from six monitoring locations within four drainage basins under the management of the Umgeni Water Board in the KwaZulu-Natal Province of South Africa. The dataset comprises 416 samples randomly divided into training, testing, and validation sets using a proportional split of 70:15:15%. The Broyden–Fletcher–Goldfarb–Shanno (BFGS) technique was utilised to conduct backpropagation training and adjust synapse weights. The dependent variables are the WQI scores from the universal water quality index (UWQI) model developed specifically for South African river basins. The ANN demonstrated enhanced efficiency through an overall correlation coefficient (R) of 0.985. Furthermore, the neural network attained R-values of 0.987, 0.992, and 0.977 for the training, testing, and validation intervals. The ANN model achieved a Nash–Sutcliffe efficiency (NSE) value of 0.974 and coefficient of determination (R2) of 0.970. Sensitivity analysis provided additional validation of the preparedness and computational competence of the ANN model. The typical target-to-output error tolerance for the ANN model is 0.242, demonstrating an adequate predictive ability to deliver results comparable with the target UWQI, having the lowest and highest index ratings of 75.995 and 94.420, respectively. Accordingly, the three-layer neural network is scientifically sound, with index values and water quality evaluations corresponding to the UWQI results. The current research project seeks to document the processes used and the outcomes obtained.

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1

Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.

The Computer-Related Self-Concept as an Indicator of Job-Specific Computer and Information-Related Attitudes and Competencies of Prospective Primary School Teachers

Die Notwendigkeit, kommende Generationen adäquat auf das Leben und Arbeiten in einer digitalen Gesellschaft vorzubereiten, stellt neue Herausforderungen an die Lehrkräfte und somit an deren Aus- und Weiterbildung. Grundschullehrkräften kommt dabei die Schlüsselrolle zu, den Grundstein für kommende digitale Sozialisierungs- und Bildungsprozesse zu legen. Hierfür müssen im Rahmen der Lehrkräftebildung berufsspezifische computer- und informationsbezogene Kompetenzen (ICT-Einstellungen und Kompetenzen) zur zielführenden Integration digitaler Werkzeuge in den Unterricht vermittelt, aber auch diesbezügliche Einstellungen und Überzeugungen verstanden und gegebenenfalls modifiziert werden. Zu diesem Zweck untersucht der vorliegende Beitrag das computerbezogene Selbstkonzept (CSK) als potenziellen Indikator berufsspezifischer ICT-Einstellungen und Kompetenzen unter Studierenden des Grundschullehramts. Aufbauend auf einem kurzen theoretischen Exkurs zur Konzeptualisierung und Messung des CSK erfolgen dessen Einordnung in das antizipierte Wirkgefüge aus digitalem Nutzungsverhalten und berufsspezifischen ICT-Einstellungen und Kompetenzen sowie eine detaillierte Beschreibung des methodischen Vorgehens zur Prüfung der empirischen Gültigkeit der erwarteten Zusammenhänge für die vorliegende Stichprobe. Signifikante positive Zusammenhänge zwischen CSK-Facetten sowie berufsspezifischen ICT-Einstellungen und Kompetenzen weisen auf die Bedeutsamkeit der Förderung positiver bereichsspezifischer selbstbezogener Kognitionen hin. Die Bewältigung dieser pädagogischen Aufgabe rückt die Dozierenden im Rahmen der Lehrkräftebildung und deren potenzielle Rolle als ‹digital role models› der Studierenden stärker in den Mittelpunkt.

Sustainable water solutions:a Six Sigma approach to membrane-based filtration system design

Water contamination is a major problem nowadays which can not only be solved through technological innovations but also requires educational innovation. The contamination of water is caused by discharging harmful pollutants into the water. These harmful contaminants cause different diseases. The significance of water filtration has grown in recent years. The quality of water is affected majorly by residual waste, bacteria, and so on. Based upon these issues, the Six Sigma methodology is used in this research for the design of a portable filtration system. This methodology is based on five steps that align with the computational competencies involving abstraction, decomposition of problem, and algorithmic thinking. Initially, a questionnaire approach is used to identify the need for a portable water filter for potential users. The Quality Function Development (QFD) matrix is used to measure the user’s needs. Based on the user’s information, a decision matrix tool is being used in the Analyze stage. After this theoretical concept is generated, and selection is made among various options. The complete drawing was made in the design stage after several stages of concept generation and selection. Then a prototype is developed to conduct proof of concept testing. The hollow fiber membrane (HFM) that is being used is manufactured usually by melt spinning, dry spinning, and wet spinning. But usually, a wet spinning method is predominantly used for manufacturing hollow fiber membranes. Polymer liquid like polyvinyl chloride (PVC) is used for the manufacturing of membranes with other liquids in different ratios. The size of pores varies from 0.01 to 0.1 microns. The flux rate usually depends upon the volume, length, and size of the cartridge. Backwashing at regular intervals is done for the presentation of fooling due to the accumulation of solutes. This filtration system is also proficient in rejecting bacteria that are being found in water and soil. This is done by a coliform test that is being performed for bacteria. The porosity of the membrane is also affected by the concertation of polyvinyl chloride (PVC) as the concentration of polyethylene glycol increases the porosity of the membrane decreases. A Chemical Oxygen Demand test is also performed to check the presence of organic matter in water. After filtration, no organic matter was manifested in the water. Design for Six Sigma in a portable filtration system that uses membrane for filtration is a good start in looking for a new alternative concept. The implication of this research presents a multifaceted solution to water contamination issues, offering educational outreach programs, STEM education integration, community engagement, and innovative competitions as integral components for fostering awareness, sustainable practices, and creative solutions in the pursuit of clean water.

The impact of student computer competency on e-learning outcomes: A path analysis model of virtual learning infrastructure, collaboration, and access to electronic facilities.

This study explored the influence of student computer competency on e-learning outcomes among Iranian nursing students and examinedits mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e-learning outcomes. A cross sectional study. A self-administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis. The results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e-learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e-learning outcomes.

Strategi Pengembangan Materi Layanan BK untuk Mendukung Implementasi Kurikulum Merdeka dalam Pelayanan Bimbingan Konseling (Studi Kasus di SMPIT Annida' Lubuklinggau)

Strategi Pengembangan Materi Layanan BK untuk Mendukung Implementasi Kurikulum Merdeka dalam Pelayanan Bimbingan Konseling (Studi kasus di SMPIT Annida' Lubuklinggau)The Independent Curriculum has become a primary focus in the development of the education system in Indonesia. Emphasizing the strengthening of creativity, innovation, and character aspects, the Independent Curriculum aims to prepare students to face global challenges. This research aims to identify and develop effective strategies for developing counseling services materials that support the implementation of the Independent Curriculum at SMPIT Annida' Lubuklinggau. The Independent Curriculum is the main focus in the development of the education system in Indonesia, with the goal of preparing students to face global challenges and shape a highly competent, independent, and competitive younger generation. This study uses a qualitative approach with a case study at SMPIT Annida' Lubuklinggau. The research results indicate that the strategy for developing counseling services materials at this school begins with initiation by school leaders, involving key stakeholders. The socialization process of the Independent Curriculum is carried out gradually, both within the school and to the general public through social media. The strategies implemented include the development of Higher-Order Thinking Skills (HOTS), strengthening character education, the preparation of a one-page Counseling Service Implementation Plan (RPL), and the enhancement of Information Computer and Technology (ICT) competence by counseling teachers. These strategies reflect the school's commitment to developing an inclusive and participatory approach to support the implementation of the Independent Curriculum. In conclusion, this research provides valuable contributions to addressing issues and challenges in counseling services, bridging the gap between the vision of the Independent Curriculum and day-to-day educational practices in the field. Effective and innovative development strategies for counseling services materials can be a crucial step in preparing the younger generation to face the increasingly complex and diverse demands of the future.

The effectiveness of empathic chatbot feedback for developing computer competencies, motivation, self-regulation, and metacognitive reasoning in online higher education

At the forefront of Artificial Intelligence of Things, this paper delves into empathic agents to revolutionize computer competencies acquisition and catalyze motivational, regulatory, and metacognitive dynamics in online higher education. Previous research on student processing of empathic feedback has been limited, often neglecting learning performance and its impact on students’ motivation, self-regulation, and metacognitive reasoning. The objective was to analyze the effectiveness of empathic feedback, cognitive and affective, on these four issues in online learning. A quasi-experimental design was used, in which a conversational agent, DSLab-Bot, was integrated into the syllabus and Information Technology infrastructure. Students from an online university's Distributed Systems course participated (N= 196), selected through one-stage cluster probability sampling. They were divided into experimental and control groups receiving feedback from DSLab-Bot and the teacher, respectively. Results showed no significant differences between the groups in learning performance, motivation, or self-regulation, except in one item of motivation (self-efficacy) and self-regulation. There were strong correlations between thirteen cognitive (1–4, 6, 7, 9–15) and seven affective (1, 4–9) chatbot feedback types with conceptual change (MRCC) and personal growth and understanding (MRPGU). There were high weights of similar chatbot feedback types indicating a pronounced influence of these on metacognitive reasoning components, even self-reflection (MRSR). In conclusion, empathic chatbot feedback is as effective as human teacher feedback in facilitating learning, motivation, and self-regulation. Moreover, specific empathic feedback types are crucial in fostering MRCC, MRPGU, and MRSR strongly. Practitioners should consider these specific types of empathic feedback for future empathic agent configurations.

Türkiye Eğitim Politikalarının Avrupa Birliği Eğitim Politikaları Doğrultusunda Değerlendirilmesi

The strategy of creating a competitive and knowledge Europe lies at the heart of European Union education policies. The strategy for creating an Information Europe is the dominant element in the document Towards an Information Europe, the Commission Communique. The strategy includes the development of human potential by ensuring the full participation of all citizens in cultural, social and political life, as well as in economic life. Education policies are shaped within the framework of this structure. The European Union education policies have to find the balance between Decoupling and cooperation. Because while social policies are being developed to protect cultural differences, economic policies are oriented to the development of stronger areas of cooperation Within the framework of the basic education program in Turkey, efforts are being made to switch to computerized education at all levels of education starting from primary education, to provide Internet access to every school and to produce educational programs as software. However, sufficient progress has not been achieved in the use and dissemination of new technologies. In addition, it is hoped that students' achievements will increase based on the computer equipment provided to schools in Turkey. Equipping schools with computers should not be seen as a guarantee for students to succeed. The Ministry of National Education has taken important steps towards the use of new technologies in education management by creating a system-level personnel knowledge bank and school databases. It can be said that these efforts aimed at spreading information technologies in the educational system cannot be put into a systematic structure in terms of gaining computer competencies of students and teachers. Key Words: Education, Basic Education, Education Policies, European Union

The Case for Computational Competence and Transversal Skills: Using Digital Tools and Spaces for Qualitative Research

When digital tools or spaces are involved in the design and implementation of qualitative research projects, the researcher is faced with the need to develop another type of competence, computational. Digital tools and spaces are growing avenues which facilitate data collection and analysis in new ways, such as through online surveys, videoconferencing platforms, social media sites, and qualitative data analysis software (QDAS). To utilize these tools, researchers need both computational competence and transversal skills. These skills allow the researcher (or research team) to transfer their knowledge of designing and implementing qualitative research to the digital realm, assuring trustworthiness and ethical behavior in using a digital tool or space. This essay discusses these two dimensions and how appropriating computational competence and transversal skills through digital tools or spaces may lead to higher-quality research projects.

Foundational Competencies in Educational Measurement

AbstractThis article presents the consensus of an National Council on Measurement in Education Presidential Task Force on Foundational Competencies in Educational Measurement. Foundational competencies are those that support future development of additional professional and disciplinary competencies. The authors develop a framework for foundational competencies in educational measurement, illustrate how educational measurement programs can help learners develop these competencies, and demonstrate how foundational competencies continue to develop in educational measurement professions. The framework introduces three foundational competency domains: Communication and Collaboration Competencies; Technical, Statistical, and Computational Competencies; and Educational Measurement Competencies. Within the Educational Measurement Competency domain, the authors identify five subdomains: Social, Cultural, Historical, and Political Context; Validity, Validation, and Fairness; Theory and Instrumentation; Precision and Generalization; and Psychometric Modeling.

Impact of the COVID-19 pandemic on IT competencies of students

In the current COVID-19 pandemic era, computer skills have become essential for students and academic staff who participate in remote learning or work on online projects, research, and analysis. Due to the need to shift many activities and projects to the virtual world, having computer skills has become critical for effective functioning in the current situation. The aim of the article was to investigate the level of computer competencies of students in the context of the COVID-19 pandemic. The hypothesis was that most respondents have basic computer skills, but they may have varying levels of proficiency in specific computer competencies, such as the use of new software. To achieve this goal, the authors presented empirical research results conducted in February 2021. The study sample included 649 respondents.The research show that the majority of the respondents declared possessing computer competencies such as the use of computers, smartphones/phones, technical internet support, and mobile devices and applications. However, there were some individuals who faced difficulties in operating new software. Therefore, it was recommended to focus on developing computer competencies in the area of new software use through training or courses that will assist those who have difficulty in this area. It is also important to continue monitoring progress and the effectiveness of such actions. This will increase the level of computer competencies in the whole group of respondents, which may contribute to improving work efficiency and increasing job market opportunities. The conducted Pearson correlation allowed us to draw the following conclusions: there are strong positive correlations between all pairs of IT skills, which suggests a mutual relationship.

Monitoring environmental microbiomes: Alignment of microbiology and computational biology competencies within a culturally integrated curriculum and research framework.

We have developed a flexible undergraduate curriculum that leverages the place-based research of environmental microbiomes to increase the number of Indigenous researchers in microbiology, data science and scientific computing. Monitoring Environmental Microbiomes (MEM) provides a curriculum and research framework designed to integrate an Indigenous approach when conducting authentic scientific research and to build interest and confidence at the undergraduate level. MEM has been successfully implemented as a short summer workshop to introduce computing practices in microbiome analysis. Based on self-assessed student knowledge of topics and skills, increased scientific confidence and interest in genomics careers were observed. We propose MEM be incorporated in a scalable course-based research experience for undergraduate institutions, including tribal colleges and universities, community colleges and other minority serving institutions. This coupled curricular and research framework explicitly considers cultural perspectives, access and equity to train a diverse future workforce that is more informed to engage in microbiome research and to translate microbiome science to benefit community and environmental health.