Concept Of Competence Research Articles

THE PROBLEM OF PROFESSIONAL TRAINING OF FUTURE IT SPECIALISTS IN THE RECEPTION ROOMS OF DOMESTIC SCIENTISTS OF THE LAST DECADE

In the article was analyzed the problem of professional training of future IT specialists in the receptions of domestic scientists of the last decade. It is found that the modern system of training specialists in higher education in Ukraine is focused on global trends in the development of higher education, such as globalization, integration, democratization, continuity, humanization, openness of education, academic freedom, autonomy, digitalization, etc., which leads to the transformation of training of highly qualified specialists, including IT specialists. It is proved that reception as a new methodological technology involves interpretation – one's own interpretation, addition to the previously created. Based on the analysis, it is determined that the professional training of future IT specialists involves the formation of their readiness to work and acquire relevant competencies in information technology, mathematical and computer modeling of processes and systems of various nature, forecasting, optimization, system analysis and decision-making, etc. The article characterizes the research of Ukrainian scientists related to the professional training of IT specialists in its multi-vector dimension over the past decade, such as I. Gerasymenko, A. Stryuk, A, M. Rassovutska, S. Semerikov, I. Tarasov, Y. Sikora, O. Glazunova, A. Kocharyan, S. Nikolayenko, V. Shynkaruk, V. Kovalchuk Y. Vasylenko, L. Dmytritsa, T. Bodnenko, V. Vlasenko, V. Bykov, A. Gurzhiy, M. Shyshkina, T. Voloshyna, T. Vakaliuk, T. Potapchuk, O. Malykhin, T. Yarmolchuk, S. Berezenska, N. Oliynyk, I. Varava, A. Kapiton, A. Schlichta, and others. It has been established that in the last decade, Ukrainian researchers have considered the professional training of future IT specialists in the context of their professional activities in a rather different way and have drawn certain analogies with the concept of competence as a person's ability to perform a certain type of activity

Nurses' media competency: A concept analysis

ObjectivesTo analyze and define the concept of nurses' media competency. DesignConcept analysis. Data sourcesWe conducted a literature search in PubMed, CINAHL, PsycInfo, and RISS International, as well as a hand-search, for relevant articles published between January 1990 and April 2023. A total of 57 articles related to nurses' media competency, published in English or Korean, were included in this study. Review methodsWe used Walker and Avant's method of concept analysis to identify the defining attributes, antecedents, and consequences of the concept. ResultsThe seven defining attributes of nurses' media competency were networking with members of the media, selecting the appropriate media platform, considering that the target audience is the public, creating one's own media products, delivering intended messages through the media, monitoring and responding to the media, and maintaining professional dignity. Antecedents of the concept included cultivation of desirable nursing professionalism, critical evaluation of policies and issues, recognition of media influence, establishment of education and guidelines for media use, and having facilities and availability of technologies for media use. Consequences of the concept were improved influence of individual nurses, enhanced public awareness of the nursing profession, stronger networks and collaboration among professionals, and contributions to the promotion of public health. ConclusionsThis concept analysis presents a theoretical definition of nurses' media competency that can provide guidance on how to educate nurses to develop media competency and how to measure nurses' media competency.

Culture in Russian as a foreign language (RFL) textbooks in Italian universities: Critically analyzing concepts of culture and intercultural competence

This paper examined the representation of culture in Russian as a foreign language (RFL) textbooks to understand the problem of creating a theory of intercultural textbooks, with Italy as a case study. The four most popular RFL textbooks used by first-year students in Italian universities were studied: Poyekhali, Molodets, Mir tesen, and Davayte. A comparative content analysis of the chosen sample was performed to test how Russian culture is represented in RFL textbooks. The results reveal that such textbooks reflect only a partial and sometimes stereotypical image of Russian culture, with a strong correlation between ideologies and bias derived from RFL theories and textbook creation. In other words, these textbooks convey essentialist and/or reductionist views of the culture of Russia (e.g., poor attention paid to the Russophone dimension, stereotypes, and lack of opportunities for intercultural dialogue). The cultural topics contained in the textbooks evaluated do not quite contribute but rather hinder the formation of students' intercultural communicative competence. Therefore, it is argued that the content of an RFL textbook should help students create complex, multilayered notions of Russian and Russophone cultures for themselves.

사회복지학과 전공역량 진단도구 개발 및 타당화에 대한 탐색적 연구: U대학 사례를 중심으로

The purpose of this study is to define the concept of major competencies in the Department of Social Welfare and to develop and validate a major competency measurement model. Literature analysis, department consumer satisfaction survey, major curriculum committee, and FGI were conducted to define the four competencies and the concept of the lower eight competencies. A Delphi survey (1st) was conducted on social welfare professors and field experts to validate major and sub competencies. Based on the four major competencies and the eight sub competencies of the social welfare department, a new preliminary question was developed, and a preliminary content validity test was conducted through the Delphi survey (2nd) targeting the expert panel group. In the second Delphi survey, two questions with low content validity were deleted, and a preliminary test was conducted for college students in the Department of Social Welfare to analyze the reliability and validity of the diagnostic tool. The items with the highest factor loading value were selected in order to reduce them to the final 66 questions, and a diagnostic tool to measure major competency was completed. This makes it possible to diagnose and analyze the level of major competency of students in the Department of Social Welfare. In addition, the results of this study are expected to be usefully used by the Department of Social Welfare to manage the quality of major education, such as improving the curriculum based on quantitative data.

Redefining Education in Sports Sciences: A Theoretical Study for Integrating Competency-Based Learning for Sustainable Employment in Spain

In the Spanish context, Sports Sciences education is evolving to emphasize competency-based learning, crucial for adapting to the dynamic global landscape and labor market. This opinion article highlights the shift towards integrating generic and specific competencies, essential for automation and artificial intelligence, aligning with Sustainable Development Goal (SDG) 8’s focus on sustainable economic growth and employment. Despite the recognized importance of these competencies for economic sustainability and job readiness, the literature on this framework, particularly within the context of physical activity and Sports Sciences in Spain, remains underexplored. This paper is structured to first address the current state of the problem, followed by a conceptualization of competencies, including types of competencies. It then analyzes professional competencies within the realm of Physical Activity and Sports Sciences in Spain, moving towards the implementation and evaluation of these competencies in the classroom setting. By bridging the gap between educational outcomes and market demands, this work calls for ongoing research and pedagogical innovation to equip future professionals with the necessary skills for success. This approach not only prepares students for the future labor market but also contributes to the broader economic and sustainable development goals envisioned by SDG 8.

The central concepts of civic competence for social studies

Autori eesmärk on näidata demokraatiahariduse põhimõistete tundmise ja kasutamise olulisust kodanikupädevuse arendamisel ühiskonnaõpetuse tundides. Keskseks mõisteks on kodanik, kes on osa riigist ja kultuurist ning riigi ja kultuuri subjekt. Kodanike ja riigi suhet avab mõistepaar sotsiaalsed subjektid ja struktuurid. Demokraatlikus riigis on nende subjektide põhitüüpideks kodanikud, poliitikud, ametnikud ja administraatorid. Neil sotsiaalsetel subjektidel on ebavõrdsed võimalused kasutada ja käsutada teisi inimesi. Seda ebavõrdsust võimaldab vähendada osalusdemokraatia ehk kaasamine juhtimisse. Autor arvustab ühiskonnaõpetuse mõistete puudulikku seost üldise kodanikupädevusega Eesti üldhariduse õppekavas, näiteks ei kasutata osalusdemokraatia kontseptsiooni ega puudutata võimuprobleemi ühiskonnas. Artikkel kirjeldab, kuidas Eesti tööandjate esindajad eitavad ebaõigluse esinemist ettevõtetes. Seega on ühiskonnaõpetuse ja kodanikupädevuse seostamine võimalik, kui viia mõisted teaduslikele alustele. Summary

The level of formation of Transversal competence in the context of higher education: The case of Kazakhstan

Relevance. The relevance of this study is underscored by the rapidly evolving landscape of the 21st century, characterized by technological advancements, shifts in the labor market, and ongoing environmental and political changes. Purpose. The purpose of this study is to enable students to understand the importance of transversal competence. Methodology. The research methodology was based on a systematic and comprehensive approach. The questionnaire was conducted to determine how well students could understand and perceive the concept of transversal competence. Results. This article discusses the components and methods of transversal competence of students as citizens in accordance with the education system in the context of a post-industrial society. During the analysis, a questionnaire of the TRANSMOD project (2014) was used for analyzing the formation of transversal competences and transversal skills in the educational programs of the specialties �Pedagogy and Psychology� of L.N. Gumilyov Eurasian National University. The level of development and the importance of developing transversal competences of students in higher education system were considered. Conclusions. Based on the results of the survey, it was concluded that in the modern education system it is necessary to provide new professional disciplines aimed at developing transversal competences. In conclusion, it is obvious that teaching staff have a special place in the formation of both professional and transversal competences in the training of future specialists. Keywords: skills; digital society; questionnaire; professional disciplines; teaching staff

Art as a Basic Factor in the Formation of Key Competences in Adolescents

This article reflects the author’s views on the significance of art, in its integral entirety, as a basic factor in the formation of key competences in children and students. The concepts of competences, abilities, education through art, as well as the specific goals of visual art education in the various educational stages indicated in the normative documents – from preschool education to high school education – including the areas of competence for each of them are considered. Keywords: art, key competences, abilities, areas of competence

“She doesn’t consider it to be real literature”

Starting from the premise that there may be a discrepancy between how teachers and students understand the term ‘literature’, this article explores the ability of 10th grade students to define the concept of ‘literature’. It argues that such an undertaking is relevant in light of a similar discrepancy between literary studies and literature: while the first adopts an increasingly inclusive definition of ‘literature’, publications on the concept of literary competence still employ a strongly normative view of literature. Drawing on empirical observations from a Dutch research project in which students discussed the literary quality of text fragments in jury groups, the article demonstrates that students hold highly heterogeneous ideas about the definition of literature. The analysis of survey responses, transcribed student conversations and jury posters reveals that a minority of students are able to provide a reasoned definition of ‘literature’, while a significant portion equates literary texts with books in general or stories amenable to narratological analysis. Based on these observations, the article suggests expanding the operationalization of literary competence in Alter & Ratheiser’s recent model to include the concept of ‘taxonomic competence’, which encompasses students’ ability to differentiate between literary and non-literary texts through reasoned argumentation.

Suggesting a holistic framework for understanding healthcare services leadership competence – a critical interpretive synthesis

PurposeHealthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners.Design/methodology/approachIn the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence.FindingsForty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies.Research limitations/implicationsThis literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books.Practical implicationsThe holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders.Originality/valueThis study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.

Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies

Motivated by a holistic understanding of AI literacy, this work presents an interdisciplinary effort to make AI literacy measurable in a comprehensive way, considering generic and domain-specific AI literacy as well as AI ethics. While many AI literacy assessment tools have been developed in the last 2-3 years, mostly in the form of self-assessment scales and less frequently as knowledge-based assessments, previous approaches only accounted for one specific area of a comprehensive understanding of AI competence, namely cognitive aspects within generic AI literacy. Considering the demand for AI literacy development for different professional domains and reflecting on the concept of competence in a way that goes beyond mere cognitive aspects of conceptual knowledge, there is an urgent need for assessment methods that capture domain-specific AI literacy on each of the three competence dimensions of cognition, behavior, and attitude. In addition, competencies for AI ethics are becoming more apparent, which further calls for a comprehensive assessment of AI literacy for this very matter. This conceptual paper aims to provide a foundation upon which future AI literacy assessment instruments can be built and provides insights into what a framework for item development might look like that addresses both generic and domain-specific aspects of AI literacy as well as AI ethics literacy, and measures more than just knowledge-related aspects based on a holistic approach.

Construction and Validation of a Scale to Assess Social Judgments Toward Sex Work from the Stereotype Content Model

ABSTRACT Sex workers (SW) are subject to social judgment and the associated attitudes, ranging from admiration to contempt. The presence of stereotypical attitudes toward SW is common and can be analyzed using the Stereotype Content Model (SCM), where the concepts of warmth and competence play a central role. The interweaving of both dimensions allows the identification of four emotions and corresponding political positions toward SW: admiration (non-interventionism), pity (abolitionism), contempt (prohibitionism), and fear (regulationism). From the SCM framework, this study offers the construction, validation and performance of a 25-item scale with a snowball sample of 1,543 participants residing in Spanish-speaking countries. The four-factor hypothesized model yielded adequate values. Internal consistency was sufficient on all factors, as was model-based reliability and convergent validity. The scale also showed measurement invariance between gender and age groups, suggesting that the measure is interpreted in a conceptually similar manner by respondents representing different genders or ages. Further analysis revealed that male participants scored significantly higher on admiration. Baby boomers showed less pity and contempt while Millennials showed more fear and less admiration. SW and those who know or work with SW showed less fear and pity and more admiration. The SCM and the process of developing social judgments offer us a way to understand the differences that underlie irreconcilable policy positions. Overcoming these differences requires mutual understanding from scientific frameworks instead of from ideological perspectives.

Conceptual competence in psychiatric training: building a culture of conceptual inquiry.

Building a culture of conceptual inquiry in psychiatric training requires the development of conceptual competence: the ability to identify and examine assumptions that constitute the philosophical foundations of clinical care and scientific investigation in psychiatry. In this article, we argue for the importance of such competence and illustrate approaches to instilling it through examples drawn from our collective experiences as psychiatric educators.

Searching for a shared understanding of digital confidence in a tertiary context: a scoping review

Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of Covid-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence.

Competences of an RE Teacher/Catechist in the Opinion of Schoolchildren

An important issue addressed in the presented article is the competencies of the RE teacher/ catechist. Two main problems are posed, summarized in the following questions: What competencies should a teacher of religion/catechist have? What qualities, according to secondary school pupils, should have an RE teacher? An attempt to answer such questions was made on the basis of an analysis of the literature on the subject and the results of a nationwide quantitative and qualitative study of secondary school pupils in Poland. The basic concepts of competence are discussed, groups of competencies relevant to the profession of religion teacher are characterized. Also presented are the results of research on the opinions of secondary school pupils regarding the person of a religion teacher/catechist.

Conceptualizing and integrating intercultural communicative competence in the English Language Teaching

Numerous higher education institutions prepare students English skills for life and jobs in a globalized world in light of current developments in international education. For many universities, they entails expanding educational exchange opportunities for domestic and international students, internationalizing the curriculum and campus, and helping students achieve intercultural competency. This research explored the concept of intercultural communicative competence in the teaching of the English language. It articulated the Byram’s framework. This research was a literature study with descriptive qualitative research and the latest literature review to illustrate the importance of integrating intercultural communicative competence (ICC) to the instructor in English learning and teaching. Some collection and review of references through scientific literature sources related to ICC and the integration in English language teaching keywords were addressed. As for the author's reference sources, they were determined from 2015 to 2023. The results of the study showed that the promoting and conceptualizing ICC in English classroom practice to the teacher has an important role in helping students achieve and develop learning activities that can be practiced directly by students in everyday life. Moreover, it was also mentioned that integrating the framework of the proposed concept into English Language Teaching (ELT) could help students develop their linguistic, intercultural competence, and sociocultural skills to communicating in proper English in appropriate real-life situations, and raised the teachers’ awareness.

Klaus Pranges pædagogiske distinktion mellem opdragelse (tradering) og læring (transformation): Den pædagogisk-professionelle som kulturfigur

The article posits (in section 1.1) a perspective of general education (allgemeine Pädagogik, almen pædagogik). In section 1.2, I look into the claim that the educational programs of pedagogical professionality as well as research related to schooling in Denmark is currently marked by a deficit of the dimension of Tradierung, recreation of tradition (Vejleskov & Winther-Jensen, 2017; Laursen, 2018; Prange, 2000). In section 2 the article unpacks the pedagogical theory of Klaus Prange (1939–2019) as a plausible remedy for this challenge. Prange’s theory is introduced with a special focus on his distinction between a) the ‘inter-generational handing-over of tradition’ (in german the Tradierung of ‘upbringing’) and b) the transformative dimension of an open becoming (inherent in the concept of ‘learning’). The implications of this are explicated. In section 3, Prange’s theory is contrasted with Erling Lars Dale’s concept of ‘pedagogical professionality’ (Dale, 1998). By means of this comparison, Prange’s exhortation is highlighted to prevent a technical pragmatism from dominating the concept of pedagogical competence. A central key for Prange in his pedagogical attempt to avoid the slide of educational programs into organizational competencies of technical pragmatism is presented (in section 4.1) with an emphasis on his concept of Erziehende Unterricht (upbringing by means of teaching). As an elaboration of this part of Prange’s argument, the article constructs (in section 4.2) the concept of the ‘pedagogical culture-figure’. A concept which functions as a further remedy for the identified deficit of Tradierung.

Izazovi u razumijevanju raspodjele nadležnosti prema ustavu Bosne i Hercegovine u svjetlu teorije suvereniteta / Challenges in Understanding the Distribution of Competences according to the Constitution of Bosnia and Herzegovina in the Light of the Sovereignty Theory

The paper examines the question of exercising jurisdiction based on the Constitution of BiH from 1995. The author points out that the question of competence is very often misunderstood, and the main reason for such an approach is a legally unfounded understanding of the nature of state power, the concept of sovereignty, and the concept of competence itself. The paper emphasizes that all power that can be based on the Constitution of BiH belongs to the State of BiH, and that the distribution of competences between the State of BiH and its entities does not mean the distribution or reduction of state power, but only the distribution of the authority to exercise state power. The exclusive competences of the institutions of BiH significantly exceed the number of competences that are often attributed to the institutions of the state of BiH in legal science and political practice. The author emphasizes that according to the Constitution of Bosnia and Herzegovina there are several categories of exclusive competence of the institutions of Bosnia and Herzegovina, and that for a legally valid determination of these competences it is necessary to analyze the entirety of the Constitution of Bosnia and Herzegovina, as well as the General Framework Agreement for the Peace of Bosnia and Herzegovina.

Lost in wonder: a response to Schinkel’s ‘deep’ wonder in education

Abstract In this paper, I aim to clarify the role of ‘wonder’ in education. Most of us who work in education want to provide valuable experiences for our students, and we want them to be driven by intrinsic values such as truth and recognition of the dignity of human existence. However, whilst I echo many of the sentiments espoused by advocates of the utility and ethical significance of wonder, I contend that some recent developments—and in particular, Schinkel’s argument that ‘deep’ (‘contemplative’ or ‘cosmic’) wonder has a ‘fundamental’ role in education—are misconceived. This is, I argue, because any concept deployable within educational spaces (whether formal or informal) must pay due regard to the conceptual constraints of the concept of ‘education’; that is, attention must be paid to the role of ‘learning’. Schinkel’s proposals are, I suggest, vulnerable to a critique of sentimentalism and excessive romanticism. As such, they offer little in terms of practical import for educators. As I will propose, if we are to take ‘wonder’ seriously in educational contexts, we must pay attention to the purpose of wonder as an epistemic emotion; namely, aiming for knowledge and understanding, and getting there requires sensitivity to practical know-how and conceptual competence.

СУТНІСНО-ЗМІСТОВА ХАРАКТЕРИСТИКА ПОНЯТТЯ «ГРОМАДЯНСЬКА КОМПЕТЕНТНІСТЬ» У КОНТЕКСТІ КОМПЕТЕНТНІСНОЇ ПАРАДИГМИ ОСВІТИ

For its full functioning, modern society needs the civic activity of its members, who are sufficiently oriented in social processes and can consciously determine their own place and act with benefit both for society and for themselves. A very important problem in this context is the formation of civic competence as an integrative characteristic of an individual, based on qualities (values, motivation, attitude) and qualification features (ability, readiness), necessary and sufficient for the effective performance of the role of a citizen. The article highlights such key concepts as competence, competence approach, key competences. Approaches to defining the essence of the concept of “civic competence” are considered. Based on the analysis of scientific views and concepts, as well as the recommendations of the Council of Europe, attention is focused on the main features and components of civic competence. The study provides a generalized definition of the concept of “civic competence”, which interprets it as the readiness of an individual to actively, responsibly and effectively implement a complex of civil rights and duties in a democratic society, to apply their knowledge and skills in practice. The author takes into account the importance of the role of the educational field, the competence approach, pedagogical and social influences on the definitive analysis of the civic competence concept. Civic competence as one of the key competences should be considered as a social phenomenon that can be formed through education and training. Based on the analysis of scientific works and the regulatory framework, a number of related concepts that are tangential to the definition of the term “civic competence” have been established. Civic competence covers such categories as citizenship, civic activity, civic responsibility and is manifested in the social and communicative ability of an individual in civic participation, in the ability to solve social conflicts and problems, which is a prerequisite for self-development and self-realization of an individual, designing one's own life strategy. The author concluded that the formed civic competence through the acquisition of the necessary amount of knowledge and experience contributes to the effective participation of the individual in civic activities.