Core Competencies Research Articles

에듀테크를 활용한 자기주도적 음악 창작 영역의 지도 방안 연구

The 2022 revised curriculum was announced to help students develop core competencies required by the future society and grow into leading individuals in line with the changing times. The purpose of this study is to examine the utilization of various Edtech programs and effective teaching methods in the field of Edtech through them. We believe that what students need to live in a rapidly changing future society is self-directedness to make judgments and decisions on their own and the ability to utilize digital media, and we plan to utilize Edtech as a method to develop these abilities. In this study, we analyzed the 2022 revised music curriculum and examined teaching methods in the field of music creation using Edtech. The most noticeable change in the revised music curriculum is the establishment of a creative field, and since there are many ways to apply Edtech to the creative field, we focused on creative activities. By analyzing the revised curriculum, we organized the activity topics of creative classes, explored Edtech that can be utilized in music classes, and then presented learning strategies that can enhance self-directedness. Based on this, a teaching and learning model for the music creation field utilizing Edtech was presented and a teaching and learning guidance plan was proposed accordingly. Edtech can be utilized in various ways in music creation classes and can be said to be an essential element in education for the future. Through this study, it was confirmed that the use of Edtech in music and creation classes can foster learners' self-directed capabilities and digital media utilization capabilities. It is hoped that this study will be helpful to teachers in the field and that follow-up research on this topic will continue.

Artificial intelligence ethical awareness according to the core competency level among dental hygiene students

Objectives: This study investigated the ethical awareness regarding artificial intelligence (AI) among dental hygiene students based on core competency levels and proposed a competency-based educational approach to improve AI ethical awareness. Methods: Eighty-six dental hygiene students participated in the study and provided informed consent. The core competency survey tool included innovation, communication, relations, and services. The AI ​​ethical awareness survey tool was divided into eight categories, each with 24 questions: responsibility, stability and reliability, non-discrimination, transparency and explainability, people-centered service, employment, tolerance and limits, and robot rights. Results: The group with high core competency had higher levels of AI ethical awareness (p<0.05), particularly in terms of responsibility, transparency, and peoplecentered service. The level of AI ethical awareness was significantly correlated with the relationship competency and service competency (p<0.05). Conclusions: These results highlight the association between AI ethical awareness and core competencies. These results suggest that competency-based education in universities is critical for improving AI ethical awareness. Furthermore, we intend to use the findings as preliminary data to suggest a direction for competency-centered education to improve AI ethical awareness.

Competency mapping among Rashtriya Bal Swasthya Karyakram nurses in Kerala

Background: In India, birth defects, nutritional deficiencies, disabilities, and developmental delays among children cause significant public health challenges. The Ministry of Health and Family Welfare, aims to address these issues through the Rashtriya Bal Swasthya Karyakram (RBSK) program. RBSK nurses are the crucial part of this program. They screen the children between zero to eighteen years as a part of early intervention. This study mainly aimed to map the competencies among RBSK nurses from randomly selected districts of Kerala. Methods: This qualitative study employed key informant interviews with the state nodal officer, district early intervention centre managers, and district coordinators; and in-depth interviews (IDIs) with RBSK nurses, as well as report and document review. Inductive coding was applied to two selected interview transcripts from each district, followed by deductive coding with the rest of the transcribed data to derive themes. Results: The findings are presented using the ‘core competencies of public health professionals’ as revised and adopted by the council on linkages between academia and public health practice in 2021. RBSK nurses in Kerala exhibited proficiency in multiple domains, including knowledge of child health issues, clinical skills, communication, patient education, care for vulnerable population, organizing activities, electronic health record usage, multitasking, teamwork, and problem-solving skills. Conclusions: This dedication and proficiency demonstrated by RBSK nurses in Kerala, serve as a global model for emphasising the importance of early intervention and comprehensive care for children.

Support mechanisms and obstacles for developing public health practitioners’ core competences

Abstract Community health needs assessment is one of the central activities for local governments in Estonia, specifically under the health promotion strategic planning, and this includes developing health and well-being profiles for evidence-based public health promotion. For effective implementation of the profile, sufficiently trained public health practitioners are needed. Therefore, analysis of the needs of the additional study programmes according to the core competences of professional standard for health promotion was carried out among public health practitioners and the leaders of local governments. The study was based on the 19 semi-structured interviews carried out in 2022-2023 with leaders (10) and public health practitioners (9) in Estonian local governments. Based on the local government’s size, status of the health and well-being profile and the employment and educational background of the public health practitioner three sub-groups were developed. The collected data was analysed using qualitative content analysis with focus on support mechanisms and obstacles of core competences of public health practitioners. The respondents indicated the need for training on communication (leadership and advocacy) and analytical skills (evaluation and research). Core competence training is however limited by resources (time, energy, motivation, funding), employer expectations (overload at work) and working full-time. Training is supported by personal motivation (e.g., wish to stay competent, understanding the need for training), employer support (including flexible work arrangements), and curriculum support (funding is covered). The results indicate there is a need for flexible education as the need for developing and maintaining core competences emerges in practical work. The results can be used for developing the public health curriculum, to assess and provide training for public health practitioners to better meet the needs of the labor market in the future. Key messages • Local government employees performing health promotion tasks feel the need to upgrade various core competences: e.g., communication, management, data analysis and assessment. • In health promotion, there is a growing need for flexible education, which creates challenges for higher educational institutions to meet the needs of the labor market.

The Urgent Need for Disaster Education as a Core Competency in Accredited Schools and Colleges of Public Health by the Council on Education for Public Health.

Public Health is essential to disaster preparedness, mitigation, response, and recovery. This has never been more evident than during the COVID-19 pandemic when public health was the disaster response lead. However, students are graduating from accredited schools and colleges of public health with limited or no education in disaster management. This is a crisis unto itself, and it is incumbent upon The Council on Education for Public Health (CEPH) to take immediate action. Public health preparedness should be recognized as a core element in public health curricula, and practical experiences, such as drills and simulations, are necessary to equip students with the confidence and competencies needed in high-stress situations. The need for such preparedness education extends beyond the COVID-19 pandemic. It is a crucial step for creating a resilient and competent public health workforce capable of safeguarding community health in the face of complex and emerging challenges.

11.Q. Round table: A Guide for creating a code of ethics for public health professionals and institutions

Abstract The professional discipline of public health is driven by its values. Public health professionals face decisions that have far-reaching ethical implications. Our norms, values, beliefs and the way we see the world, as individuals, communities and institutions which serve us, do matter and fundamentally affect our decisions, behaviours, policies, and practice. The ability to be aware and reflect on norms and values when taking decisions, is a decisive professional virtue in public health practice. The World Health Organisation (WHO) and Association of Schools of Public Health in the European Region (ASPHER) Roadmap for the professionalisation of the public health workforce, has highlighted ethics as an essential pillar for professionalisation, a core competency, and the need for a Code of Ethics and Professional Conduct for good public health practice. In order to further advance the issue the Global Network for Academic Public Health (GNAPH), ASPHER, the European Public Health Association (EUPHA), the UK Faculty of Public Health and other partners set up an expert international joint working group on public health ethics and law (PHELWG). The PHEL expert working group - which includes senior public health professionals, ethicists, lawyers and academics - has been working to carry out research and develop a guide for creating a Code of Ethics and Professional Conduct for public health professionals and institutions. This has included consideration of the competencies, principles and values for good public health practice. The project has involved literature review, research and the wide professional experience of the international group of experts who have been working on the issue.The development of a guide for creating a code of ethics for public health professionals and institutions is part of the overall objective of the PHELWG to build a ethico-legal competency, capacity and resilience of public health workforce. The proposed Guide and related resources will be a timely resource, practical tool and support for public health professionals, organisations, or regulatory bodies to develop their own local country code of ethics and build further ethico-legal capacity of their public health professional workforce and institutions. Purpose of the roundtable workshop will be to: - present the guide on creating a code of ethics for public health public health professionals and institutions, which will be launched at that time - Share the proposed ethical competencies/skills, principles and values for good public health practice, with particular consideration of Indigenous knowledge and world views - reflect and consult with the workshop participants around the guide and the proposed pilot sites for implementing the Codes in various centres. Key messages • Development of Code of ethics and professional conduct is a key requirement for public health professionalization. • The Guide for creating code of ethics by international expert group provides significant resource for development of codes locally. Speakers/Panelists Kasia Czabanowska Maastricht University, Maastricht, Netherlands Farhang Tahzib Faculty of Public Health, Haywards heath, UK Paul Athanasopoulos Public Health Department, Stirling, UK

Using 3rd -Party Logistics Services OR Developing Own Capability to Cater to ECommerce Demands - A comparative Analysis

Ecommerce is an inseparable part of modern global lifestyle, connecting people across international borders and enabling sellers to access global. Despite growing massively over the last couple of decades, its growth is far from over. In fact, the pandemic has acted as an accelerator and the growth momentum is continuing despite people returning to the conventional brick and mortar shops. Ecommerce innovations are constantly being rehashed and improved – especially after the global pandemic this transition is now innovating at a much faster pace. For responding to the ever-increasing demand for swifter yet efficient fulfillment of customer order along with timely shipment, a larger number of e- commerce businesses are turning towards third-party logistics or 3PL providers. While it offers them the freedom from the hassles of storing and delivering finished products to the end-users, the human resource that is therefore freed, can then focus on core competencies of the business thus allowing them to give attention to product development, innovation along with marketing and sales. There is always the risk of poor fulfillment and delayed shipments or goods getting damaged in transit which deteriorates customer satisfaction and company profitability. This article compares the use of third-party logistics (3PL) against building in-house capabilities and highlights the virtue of careful selection and employment of experienced 3PL in helping an enterprise ride the anticipated growth wave by offering cost advantages and flexibility.

9.X.2. Activating the ASPHER-WHO Public Health Core Curriculum: Interprofessional Skills

Abstract The updated ASPHER-WHO Public Health Core Curriculum builds on ASPHER’s previous work on Competencies for Public Health Professionals (2006-2020), reflects the changing needs of our population and planet and public health professionals. The key objectives of this workshop are to: - Share the updated ASPHER core curriculum for public health; - Illustrate examples of public health challenges that young professionals have championed for inclusion; - Share the Faculty of Public Health (UK)’s work on Fair training as a case study on operationalising public health leadership on equality, diversity and inclusion and demonstrating the core competencies in action. A curricular content survey of member schools and programmes yielded responses from 60 schools, with > 500 submissions of detailed. subject curricula. These have been compiled into 36 Subject Areas in four Domains, namely: (1) Core Subject Areas in Public Health: (2) Subject-specific Areas in Public Health;(3) Core Cross-curricular Subject Areas; and (4) Core Interdisciplinary Professional Skills in PH. The development process was guided and grounded by the expertise and passion of young public health professionals. They are helping us make the core curriculum fit for purpose for the near future and provide them with the skills required to be a competent member of a supportive public health team in an ever changing world. This Workshop will profile selected Subject Areas from each Domain using real life challenges facing WHO European Region to show how the core curriculum integrates research, theory and practice to help build those essential interdisciplinary skills. The examples will focus on Economics in Public Health (Domain 1); Public Health and Criminal Justice; (Domain 2); Health Literacy and Infodemiology, Mental Health and Wellbeing (Domain 3); and Integrative Learning in Action; Communication Skills; Advocacy, Negotiation; Collaborations and Partnerships; and Leadership, Management and Implementation Science (Domain 4). Discussions for each of the Subject Areas will be led by an expert in the area. We will also illustrate an example of these competencies in action, how they are helping shine a light on the challenges we face in creating that supportive team and environment and how the potential for collaboration helps us to capitalise on the expertise available in some schools and programmes for the benefit of all. Key messages • Learning interdisciplinary skills are essential for effective public health analysis, advocacy and action. • Collaboration across countries, schools, professions and generations can create transformational change. Speakers/Panelists Mary Codd University College Dublin, Dublin, Ireland Karl F Conyard University College Dublin, Dublin, Ireland Jenny Houston University of Edinburgh, Edinburgh, UK Samia Latif Faculty of Public Health, London, UK Olalekan Popoola ASPHER, UCD, Dublin, Ireland

How to run a qualitative methods short course in epidemiology: faculty and student perspectives

Abstract Background Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development to guide faculty and students designing similar courses in epidemiology curricula. We combine established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. Objectives We propose a 1-ECTS, six session long, student-centred course with inverse in-person classroom teaching and practice exercises with faculty input. The overarching course objective is to introduce students to qualitative research and mixed methods. The proposed course covers learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Results Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. Conclusions After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. Based on: Gille, et al. A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives, International Journal of Epidemiology, Volume 53, Issue 2, April 2024. Key messages • Qualitative research methods and mixed methods are core competencies for epidemiologists. • Students appreciate a student-centred course design with inverse classroom teaching and practice exercises.

Essential public health competencies in nursing during the COVID-19 pandemic: A Delphi study

Background & Aim: Nursing practice, characterized by its multifaceted nature, encompasses diverse settings and situations in public health, making it difficult to clearly define the role of nurses in this setting. The study aimed to determine the applicability and relevance of the Regional Core Competency Framework for Public Health in nursing practice during the COVID-19 pandemic. Methods & Materials: Study based on the Delphi methodology, a structured approach to the systematic collectión of expert opinions, to obtain group agreements. Twenty-one nurses working in public health areas during the pandemic participated. Results: The competencies most applied by the nurses were in the domain of health situation analysis and surveillance and risk and damage control. 95% of the nurses were involved in care actions to prevent contagion; 71% analyzed social determinants of health, 100% were involved in the domain of policies, planning, regulation, and control, and 86% in the domain of health promotion. 89% made decisions to favor access to preventive and health care services. 78% valued social participation actions and 76% implemented immediate responses to COVID-19. Conclusion: The main public health competencies used by nursing for dealing with the COVID-19 pandemic are the management of educational processes, health promotion, primary health care, analysis of social determinants, management of health policies, information analysis, and management of immediate responses to challenges generated by COVID-19.

Palliative neurology

Palliative medicine represents the holistic multiprofessional treatment of severely and incurably ill people and their relatives, addressing their complex physical, psychological, social and spiritual needs. The central therapeutic goals are the quality of life and alleviation of suffering. In the course of many neurological diseases, high symptom burden, long and variable trajectories and unfavorable prognosis at times create aneed for palliative care even at an early stage, which is currently still inadequately met. This can be countered by qualified neuropalliative care. In addition to intensifying interdisciplinary collaboration, this requires neurologists to have core competencies in palliative care. These include ateam-oriented attitude, communication skills, expertise in symptom control and knowledge of biomedical ethics including palliative options at the end of life.

Associations Between Nursing Students' Knowledge, Skills, and Attitudes and Participation in Experiential Learning on Care for People With Disabilities.

Experiential learning activities on care for people with disabilities (PWD) would help nursing students develop the knowledge, skills, and attitudes (KSAs) needed to provide quality care for PWD. The purpose of this study was to evaluate the perceived changes in nursing students' KSAs related to the care for PWD following participation in health assessment and prevention (HAP) experiential learning activities. This was a quasi-experimental, pre- and posttest educational intervention study. Nursing students (n=160) attended multiple experiential learning activities as a required part of their HAP coursework and completed a pre and posttest survey to assess changes in their KSAs. Participation in experiential learning activities on care for PWD was associated with significant increases in perceived knowledge, skills and positive attitudes toward PWD. Experiential learning activities aligned with core competencies for health care providers caring for PWDs have the potential to change nursing care and address health inequities for this population.

Green nexus womenpreneurs: harnessing internal-external capabilities for sustainable MSMEs fashion

Purpose This study aims to analyze the capabilities and external conditions of womenpreneur owners of micro, small and medium enterprises (MSMEs) Fashion EcoPrint Indonesia in green business practices and their implications for sustainable business performance. Design/methodology/approach This study chooses a quantitative approach with a sustainable business internal-external capability model. Using the structural equation modeling-partial least square analysis tool, the analysis was conducted on a sample of womenpreneurs who owned MSMEs EcoPrint Indonesia (n = 493). Findings In the internal capability dimension, total quality environment and green core competence affect green supply chain management, affecting green product innovation performance. Meanwhile, women entrepreneurs’ external capability dimensions (regulation, customer awareness of the environment and technological innovation infrastructure) are connected to sustainable development business capabilities, which affect the performance of green process innovation. The study confirms that green products and processes have the potential to influence sustainable business performance. A key finding is the strong influence of environment-based total quality management governance on both sides. At the same time, womenpreneurs have a significant impact on their respective dimensions. Research limitations/implications This study has implications for increasing competency, Sustainable MSME industrial infrastructure, and protecting women in developing countries. The theoretical implications of creating a model that examines the impact of womenpreneurs’ internal and external abilities on eco-friendly businesses’ success are significant for developing nations’ promising growth. Originality/value This study explores women’s contributions to family well-being and environment-based economies, focusing on eco-friendly supply chain management and sustainable external capabilities of women entrepreneurs in Indonesia, using a gender equality approach in developing economies.

Analysis of the Construction of Core Literacy of Students in Vocational Undergraduate Education

Vocational undergraduate education has evolved from its initial stages to a full-scale implementation, achieving historic milestones along the way. However, its appeal still lags significantly behind that of general education. The development of students’ core competencies in vocational undergraduate education faces several challenges, including the need for improvements in top-level design, a stronger focus on connotation development, and an upgraded linkage mechanism. To address these issues, it is suggested to refine the top-level design, enhance internal motivation, and build a robust vocational education ecosystem.

Value Based Conduct Confirmation in BPaaS Configuration

Business Process as a Service (BPaaS) is a cloud-based delivery model that combines business process outsourcing (BPO) with the scalability and flexibility of cloud computing. In BPaaS, organizations outsource specific business processes—such as payroll, customer support, or inventory management—to a cloud service provider. These services are designed for multitenancy, meaning they serve multiple clients simultaneously. By leveraging the cloud, companies gain cost efficiency, access to cutting-edge technologies, and the ability to scale on demand. Essentially, BPaaS streamlines operations, allowing businesses to focus on their core competencies while leaving process management to experts in the cloud. The purpose behind BPaaS is to turn multiple service companies into a corporate process system that can then be provided as its own service to consumers. Naturally, BPaaS providers target common or proven business processes applicable to a broad potential market, or require multiple complex components management. This is attractive for customers, because it offers a cheap, low risk outsource option for integral business activities. Business Process as a Service (BPaaS) is an emerging sort of cloud provider that gives configurable and executable business processes to customers over the internet. As BPaaS is still in early years of research, many open troubles remain managing the configuration of BPaaS builds on regions which include software product strains and configurable commercial enterprise approaches. The problem has concerns to recollect from numerous perspectives, along with the different forms of variable features, constraints among configuration options, and gratifying the necessities supplied by the client. In this method, the system uses temporal logic templates to elicit transactional requirements from customers that the configured carrier ought to adhere to. For formalizing constraints over configuration, feature fashions are used. To manage all these issues at some stage in BPaaS configuration, the system developed a structured approach that applies formal techniques whilst directing customers via specifying transactional necessities and choosing configurable features.

Professional development: a mixed methods study of Masters of Public Health alumni.

We examined the perceptions of the Master of Public Health (MPH) degree graduates regarding their personal competencies, job performance and professional development using a mixed method, explanatory sequential design. A cross-sectional, self-administered questionnaire of the Haifa School of Public Health alumni who graduated between 2005 and 2022 was disseminated to 849 graduates between March and June 2022, from which 127 responded (response rate: 14.90%). This was followed by 24 in-depth interviews with alumni from the same sample (conducted between November 2022 and March 2023). The sample included 74.8% of females with a mean age of 40.7 years, 35% of alumni agreed that the MPH degree helped them attain a promotion in their present position (in rank or salary), and 63.8% felt that the degree helped them improve their job performance and contribute to their current workplace. Most (80.3%) alumni reported not changing jobs after graduation. The interview themes revealed that the MPH contributed to their personal and professional lives, provided them with a holistic view of public health and health systems, and improved their in-depth scientific skills. The main reported barriers to professional development included missing core competencies, low salaries, and a lack of information regarding suitable jobs. Surprisingly, an MPH was not a requirement for some public health sector jobs. Alumni reported that the MPH degree contributed to improving many graduates' careers and satisfaction levels and to build their leadership competencies in public health. There seems to be a lack of coordination between the academic curriculum and the jobs available for alumni, hindering better alumni professional development. Regular discussions, information sharing, and curriculum refinements between MPH program leaders and health sector leaders might help address many of the concerns of MPH degree graduates.

Research on Teaching Reform of Landscape Engineering Course based on the Concept of CDIO

With the advancement of new engineering construction, it is urgent to explore the teaching reform of professional courses in the cultivation of landscape architecture professionals in combination with industry needs. In order to solve the problems existing in the current Landscape Engineering course, such as traditional teaching methods, insufficient student interest, lack of practical links, and the disconnection between teaching content and industry demand. This study discusses the teaching reform of the Landscape Engineering course based on the CDIO (Conceive-Design-Implement-Operate) concept, aiming at solving the problems mentioned. Through the integration of CDIO mode, the core competencies that students should have are defined, including environmental landscape design and planning, innovative thinking, project management, and so on. The research emphasizes project-driven learning, interdisciplinary knowledge integration, and practical skill training, and puts forward strategies such as teacher training and professional development support to ensure the implementation of the reform. The purpose of the reform was to improve students’ professional ability and employment competitiveness, promote the improvement of education quality and the sustainable development of the industry, and exert a positive impact on landscape engineering education and industry progress.

A Future in the Past

Australia's History educators frequently face challenges regarding the value of post-school qualifications in history. Comments from Australian Government ministers have intensified claims that history degrees lack broad skills valued by employers. This study addresses the dearth of research examining the alignment between learning outcomes from history degrees and occupational skills. A comprehensive analysis was conducted on learning outcomes from 27 history degrees offered by Australian universities. These outcomes were mapped against the Australian Government's Skills Classification Core Competencies and Occupation Listings, employing a rigorous curriculum mapping methodology. The results identified 126 occupations that align with the skills and competencies developed through history degrees. This research not only challenges misconceptions about the employability of history graduates but also provides empirical evidence of the broad applicability of historical skills across various sectors. The findings reveal a significant concentration of history graduates in managerial and professional roles, indicating the high value placed on critical thinking, analytical, and communication skills developed by studying history. However, the study also highlights areas for improvement, particularly in digital engagement and numeracy skills. The research demonstrates that history degrees cultivate a range of transferable skills highly sought after in the modern job market, including advanced communication, critical analysis, research proficiency, and adaptability. These skills position history graduates to excel in diverse fields such as public policy, journalism, law, business, and education. Furthermore, the study underscores the importance of interdisciplinary approaches in curriculum design to enhance graduate employability. This research contributes valuable insights for curriculum development and career guidance in history education, demonstrating that history degrees lead to diverse and meaningful employment outcomes. It also provides a robust evidence base for advocating the value of historical studies in an increasingly skills-focused higher education landscape.

Disability Education for Health Personnel and Impact on Health Outcomes for Persons with Autism: A Scoping Review

Autism manifests in various progressive, fluctuating, or static differences that may be disabling. This requires healthcare staff to provide individualized, culturally competent care for autistic people (AP). However, staff are underprepared since disability curricula are not universally implemented, which may exacerbate health disparities for AP. The Alliance for Disability in Health Care Education (ADHCE) delineated staff competencies to address disparities. The purpose of this review was to describe what is known about disability education initiatives and health-related outcomes for AP. The review included published literature on disability education for any health personnel providing services to AP in any setting where healthcare services are delivered. In June 2023, six databases were queried. Of 3,396 screened reports, 42 were extracted. Most articles originated in the United States and reported various instructional strategies on child-focused educational content for small interprofessional groups in various settings. The biomedical and biopsychosocial disability models were prominent. The training covered few, if any, ADHCE competencies and rarely involved collaboration with AP. Positive outcomes included improved functional health, behavior, and communication. Patient-reported outcomes and physical and psychosocial health were underreported. Future initiatives should involve scaled-up global efforts, address core competencies for care across the lifespan, and establish community partnerships to ensure meaningful outcomes.

THE INFLUENCE OF GENERIC SKILLS ON GENDER DIFFERENCES IN SCIENTIFIC PROCESSING AND CRITICAL THINKING IN PHYSICS MOTION DYNAMICS

This study investigates the gender differences in generic skills, scientific process abilities, and critical thinking among high school students during physics learning, specifically within motion dynamics. The research aims to uncover the impact of generic skills on students' scientific processing and critical thinking abilities while examining how gender influences these cognitive domains. Employing a comparative quantitative research design, data were gathered from 180 students (90 male and 90 female) in Jambi City using observation sheets, test questions, and questionnaires. The sample was selected through simple random sampling, and statistical analyses were performed to examine the differences in learning outcomes between genders. Results revealed notable gender disparities in generic skills, scientific processing, and critical thinking, with male and female students demonstrating distinct proficiencies in physics learning. This underscores the necessity of adopting gender-sensitive educational approaches to foster equitable learning experiences. The uniqueness of this research lies in its detailed exploration of the interconnectedness between generic skills, scientific processing, and critical thinking within the framework of gender. Unlike prior studies, which often focus on isolated skills, this study integrates these core competencies to provide a more holistic understanding of how gender influences physics learning. The findings emphasize the need for inclusive curricula and gender-tailored instructional strategies that promote equal opportunities for all students in science education, particularly in physics, thus contributing to a more balanced and equitable academic environment.