Cultural Skills Research Articles

Navigating continual progress: Insights into teacher professional development in Uzbekistan

This study investigates the landscape of teacher professional development (TPD) in Uzbekistan, focusing on the experiences and perspectives of educators within the country’s dynamic educational context. Utilising qualitative research methods and drawing on secondary data on global trends and ongoing reforms in teacher professional education in Uzbekistan, the study explores the experiences and challenges of school teachers within a prominent educational institution in Uzbekistan. Participants, predominantly female, expressed enthusiasm for CPD training programs but cited limitations in accessing relevant courses and balancing heavy workloads with personal responsibilities. Despite these obstacles, there was widespread recognition of the importance of CPD for career advancement and the cultivation of teaching skills. The findings underscored a nuanced understanding of work-life balance among Uzbek female teachers, who strived to juggle professional commitments with household responsibilities. This study anticipates that its findings will inform policy decisions and enhance Uzbekistan’s Public Education System. By highlighting practical challenges, particularly in time management, the research aims to offer valuable insights for improving the educational landscape in the country.

Dialogues between digital culture skills and scientific, critical, and creative thinking in the National Common Curricular Base

RESUMO A Educação em Ciência, Tecnologia e Sociedade (CTS) resgata uma agenda política, compreendendo que a neutralidade nesse contexto se vincula à submissão a valores hegemônicos e desloca o papel das pessoas em função da racionalidade tecnológica. Assim, este artigo teve o objetivo de analisar o conteúdo da competência pensamento científico, crítico e criativo (PCCC) da Base Nacional Comum Curricular (BNCC) e propor relações entre ela e a competência cultura digital (CD) por meio de um viés crítico, ancorado na Teoria Crítica da Tecnologia (TCT). Para isso, utilizaram-se a metodologia da análise de conteúdo de Bardin e a TCT na construção das categorias. Observaram-se conceitos de neutralidade e de determinismo em sete das nove subdimensões analisadas. Conclui-se que o campo CTS contribui com uma aproximação crítica entre as competências PCCC e CD e na construção de uma prática pedagógica que se vincula à criticidade e à dialogicidade.

Exploration of Strategies for Cultivating Practical Skills of Intermediate Art under the Perspective of "Core Literacy"

Within the domains of education and practice, the concept of "core literacy" has increasingly established its indispensable position. To delve deeply into the practical application and impact of this concept within the vocational art education realm, this paper revisits the definition of "core literacy" and its historical evolution in the educational sector. By analyzing the categorization of skills and the mutual interaction between "core literacy" and skills, this study draws upon genuine teaching cases to illustrate their inherent connections. Concerning the cultivation of practical operation skills, this paper systematically explores both theoretical construction and practical application strategies, highlighting their pivotal role in innovating vocational art instruction. By integrating literature review and case study methodologies, it is revealed that skill cultivation strategies guided by core literacy can notably enhance the proficiency and innovation capabilities of vocational art students. This provides a fresh and cutting-edge theoretical perspective and practical methodology for vocational art education.

The application and planning of multi-scale integration in the talent cultivation model in the integration of higher vocational teaching industry and education

Abstract Addressing the challenges of integrating industry and education, this research unveils a knowledge monitoring model aimed at refining the talent cultivation process, particularly in higher trade colleges and universities in China. The “2+1” model is developed in response to issues such as ineffective teaching practices, an abundance of practical courses without depth, and weak university-industry collaboration. Based on a comprehensive analysis of the talent cultivation demand and integration policies, this model employs a multi-scale integration network to foster a meaningful fusion of industry and education. Through case study evaluation, a strong positive correlation (0.727, significant at the 0.01 level) between overall satisfaction and the accomplishment of skills cultivation highlights the model’s effectiveness. This contribution not only advances our understanding of talent development in vocational education but also has significant implications for the broader application of industry-education collaborative models.

Empowering EFL students: A review of student-centred learning effectiveness and impact

In the dynamic landscape of education, the paradigm shift towards student-centred learning (SCL) has emerged as a pivotal pedagogical approach, particularly in the context of EFL, the study of English for non-native speakers. This review explores the background and urgency of comprehending the effectiveness and impact of student-centred learning methods in enhancing students' empowerment within the EFL domain. The pressing need for this exploration arises from the imperative to tailor educational practices to meet the diverse learning needs of contemporary students, equipping them for a rapidly changing and complex global environment. Employing a comprehensive review methodology, this study synthesizes insights from a diverse array of prior research on SCL, specifically within EFL settings. Literature spanning various educational contexts, disciplines, and levels is systematically analysed to distil overarching conclusions about the effectiveness and impact of student-centred approaches in EFL instruction. The review critically examines methodologies, sample sizes, and key findings from selected studies, offering a nuanced understanding of the existing body of knowledge within the specific context of English proficiency development for diverse learners. The analysis focuses on key themes emerging from the reviewed literature, including student engagement, motivation, learning outcomes, and the development of critical thinking skills in the EFL context. Through a comparative lens, the review identifies patterns, trends, and gaps in the current understanding of SCL's impact on EFL education. Special attention is given to variations in outcomes based on educational levels, language proficiency levels, and cultural contexts specific to EFL instruction. Drawing on the synthesized evidence, the review concludes with insights into the overall effectiveness of SCL approaches in teaching and studying of English for non-native speakers. It underscores the positive impact on student motivation, language proficiency, and the cultivation of essential skills for lifelong language learning. The review also acknowledges challenges unique to EFL contexts and suggests areas requiring further investigation, contributing to the ongoing discourse on optimizing student-centred methodologies in language education. The pedagogical impact of this review lies in its potential to inform EFL educators, policymakers, and researchers about the nuanced benefits of adopting student-centred learning practices specifically tailored for English language instruction. By synthesizing diverse findings within the EFL context, the study offers practical insights into designing and implementing effective student-centred strategies for teaching English for non-native speakers., thus contributing to the advancement of language education practices.

사회적 공감능력 함양을 위한 초등 사회과 수업의 구안 및 적용

Modern society is living in an era of "unsympathetic" that has become insensitive to other people's senses. Therefore, this study proposes empathy-based social studies classes to cultivate students' social empathy skills based on the need for social empathy and to change students' cognitive, behavioral, and affective aspects. In particular, the approach to social empathy beyond personal empathy can lead to a three-dimensional and multifaceted approach to unequal social structures and vulnerable groups in marginalized societies beyond the level of understanding and consideration for others. This study ultimately aims to cultivate the proper social empathy ability to comprehensively understand the characteristics of society and develop the qualities of a democratic empathy citizen who creatively and reasonably solve modern society's problems. Accordingly, the elementary social studies curriculum was analyzed, and social studies classes were organized and implemented for fifth-grade students based on a social empathy-based model. After applying social studies classes, quantitative analysis was conducted through a paired sample t-test to measure the cultivation of students' social empathy skills. In addition, students' cognitive, affective, and behavioral changes were observed and analyzed using methods such as pre- and post-test papers, impressions, diaries, class observations, and in-depth interviews. Based on quantitative and qualitative analysis, students were able to develop social empathy skills through this class, and it was confirmed that there were positive changes in cognitive, emotional, and behavioral aspects.

The Influence of AI ChatGPT on Improving Teachers' Creative Thinking

The latest technologies, such as Artificial Intelligence (AI), have emerged as pivotal tools for fostering creativity, aiding in the development of novel and interactive pedagogical methods, and catalysing innovation within the educational process. The integration of technology into education opens avenues for creative expression and the cultivation of creative skills among students. Investigating the cognitive styles of educators is imperative for adapting instructional strategies, as divergent modes of thinking can impact the efficacy of teaching and facilitate the customization of approaches in pedagogy. In this article, the predominant type of thinking among student teachers is investigated, the average level of creativity is determined, and the potential influence of employing an innovative method - ChatGPT - on the creative abilities of future educators is explored. The study sample consisted of (450) university teachers at three universities, Udmurt State University (Izhevsk, Russia), Peoples' Friendship University of Russia (Moscow, Russia), and Beijing Institute of Technology (Beijing, China). Participants were invited to participate in two assessments: J. Bruner's test on thinking styles, and a proprietary questionnaire designed to gather additional insights into the perception and influence of ChatGPT on creative potential. This research employed a quantitative approach. The study revealed that 70% of the surveyed student teachers exhibited a sign-oriented type of thinking. The experimental findings indicated a moderate level of creativity among these students. Only 28% of the participants demonstrated a high degree of creativity. In contrast, educators who utilized the developed programme exhibited a higher level of creative ability and better performance compared to teachers in the control group. This suggests that the incorporation of ChatGPT in education exerts a positive influence on enhancing educators' outcomes when compared to conventional teaching methods. The practical significance of this study lies in its contribution to expanding knowledge about the impact of ChatGPT on the development of creative potential. It underscores the importance of employing contemporary information and communication technologies in the preparation of future teachers.

The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain

The terms ‘Digital competence’ or ‘Professional digital competence’ are frequently used, yet their understanding remains varied and elusive. Moreover, existing research in education heavily focuses on the study of digital competence among students, with comparatively limited attention given to teachers. In this study, we aim to investigate primary music teachers’ perspectives on ‘professional digital competence’ in Spain. This entails understanding their conceptualizations on (1) the term itself, (2) the cultivation of related skills and (3) its practical application with students. Additionally, we seek to compare primary music teachers’ viewpoints with those of teachers from other subjects. Through a qualitative multi-case study involving purposeful sampling of 20 participants, the results suggest that our music teachers, regardless of their self-stated technological skills, possess a limited understanding of the ‘professional digital competence’ and express negative or pessimistic beliefs towards its development and implementation. Furthermore, they feel compelled to use educational technology despite their reservations. Our findings similarly indicate that their beliefs are not meaningfully different from those of non-music teachers in the same context. In discussing the implications, we suggest that these beliefs may lead to stress and anxiety among participants, necessitating support from educational administrators. Additionally, we propose that future research should further investigate both why and how our participants feel/are pressured to use technology, and the particular disadvantages of technology in music education identified in our analysis of their beliefs.

Digital Knowledge, Skills and Application among Librarians and Library Staff of MUNPARLAS Library Association, Incorporated

Objective. The study aimed to identify and assess a level of digital knowledge, a level of digital skills, and a level of digital application of the librarians and library staff who are members of MUNPARLAS Library Association, Inc. Methods. Descriptive-correlational research design was used in this study to provide static pictures of situations as well as to establish the relationship between different variables. The respondents of this study are 60 Librarians and Library Personnel who are members of MUNPARLAS Library Association, Inc. Results. Findings revealed that the respondents' level of digital knowledge was very high, with an average weighted mean of 3.39. The respondents' level of digital skills was also very high, with an average weighted mean of 3.25. Additionally, the respondents' level of digital application was very high, with an average weighted mean of 3.52. There was a significant relationship between the respondents' digital knowledge and digital skills, as indicated by a p-value of 0.000, which was lower than the Pearson r-value of 0.812. Similarly, there was a significant relationship between the respondents' digital skills and digital application, with a p-value of 0.000, lower than the Pearson r-value of 0.712. Lastly, there was also a significant relationship between the respondents' digital knowledge and digital application, with a p-value of 0.000, lower than the Pearson r-value of 0.649. Therefore, it is necessary to propose an action plan to sustain the digital knowledge, skills, and application among librarians and library staff at MLAI. Conclusions. The findings of this study underscore the importance of digital literacy in the field of librarianship. MLAI should continue to prioritize the cultivation of digital knowledge, skills, and application among its staff to adapt to the evolving needs of its users and to stay ahead in the digital age.

Application of the game method for the formation of motor skills and skills of professional direction of students in the process of physical education

The article highlights the main issues of searching for new directions for improving the quality of the process of professionally-applied physical training on the basis of the latest technologies. In our opinion, one of the main tasks of education and upbringing in the process of vocational and physical training of students of vocational schools is the development of thinking as a necessary condition for orientation in professionally significant problems, the formation of physical culture of the individual. Along with the general means and methods of professionally-applied physical training, an important role belongs to the game method and the competitive one. The game is a purposeful independent activity aimed at assimilation of specific knowledge, skills and skills of physical culture, in which students not only understand what they are offered as an object of assimilation, but also in practice will be convinced that their successes in self-development, their fate as a citizen, as a specialist, as a business person depends on their own efforts and decisions.
 The purpose of the study is to investigate the impact of the game method in the professional-applied physical training of students on their physical fitness.
 The results of the experimental work on the application of the game method in professional-applied physical training showed a significant improvement in the level of physical fitness of students of the experimental group.

Editorial: Valuing Indigenous Voices Despite the “No” Vote

Despite only 39.9% of “yes” votes in the October 2023 voice to parliament referendum, almost nine in 10 Australians (87%) believe that First Nations peoples should have a voice in matters influencing them, according to a comprehensive post-referendum survey (Biddle et al., 2023). Over three-quarters of “no” voters (76%) support this view. Reflecting the survey findings, two articles (Carmody, 2023; Latham et al., 2023) in the December 2023 issue of the Psychotherapy and Counselling Journal of Australia advocate for valuing the cultural skills, experiences, and knowledge of Aboriginal and Torres Strait Islander peoples in therapy and therapist education. Another article (O’Hara, 2023a) explores how the counselling and psychotherapy profession defines itself, an important concept given the forthcoming two-year review of national standards by the Federal Government. An attachment-based model for supervision (Soliman, 2023), a literature review on dog-assisted therapy for children with anxiety (Wu & Wei, 2023), a conversation analysis of silence in psychotherapy (Berger & Rae, 2023), and the Power Threat Meaning Framework and self-discrepancy theory (O’Hara, 2023b) are also featured. This issue is the first to showcase new sections called Practice Reflections and Viewpoints.

"LUDRUK SIAGA BENCANA" LUDRUK AS A STORYTELLING EDUCATION FOR FLOOD DISASTER PREPAREDNESS AT SDN BLEGA 1

Indonesia is a country that is prone to disasters. There are many impacts of disasters that can occur, starting from damage to buildings, houses, basic service facilities, schools and also health. Apart from that, it also causes casualties in various age groups. The low level of knowledge and community preparedness, especially the children's age group, is one of the things that needs attention. Children as a group vulnerable to disasters need to be given socialization in the form of education about flood disasters that generally occur. The aim of this activity is to increase students' knowledge, understanding and preparedness for disasters, especially floods. The activity method is carried out face to face using the Madurese ludruk method, an art of speaking using Madurese language packaged in the form of an arts drama. The activity was carried out at SDN Blega 1 with a total of 15 cadre participants. And a total of 75 students. The activity stages start from preparation, implementation, evaluation, and end with the preparation of reports and publication of activity results. Participants were also given a questionnaire to assess knowledge about flood disasters. The research method used is descriptive with the researcher acting as an observer. Documentation, observation and test methods are used to collect data. The results obtained show that Ludruk's "LUDRUK SIAGA BENCANA" method as flood preparedness education at SDN Blega 1 can be used to develop students' knowledge, flood management and cultural skills.

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Collaborative problem-solving (CPS) competency is critical for 21st century students. However, reports from the Programme for International Student Assessment (PISA) 2015 have revealed significant deficiencies in this competency among young students globally, indicating a critical need for the cultivation of CPS skills. Therefore, it is essential for educators and researchers to examine the factors that influence CPS competency and understand the potential role of CPS in secondary education. The present study aims to investigate the relationship between collaboration dispositions and students’ CPS competency as well as the relationships of CPS competency and inquiry-based science instruction (IBSI) with science achievement using the PISA 2015 data. A total of 408,148 students from 52 countries and economies (i.e., regions) were included in our analysis. Unlike most previous studies that only investigated one country at a time and neglected the multilevel data structure of PISA, this study provided a global view through adopting multilevel modeling to account for the cluster effect at the school and country levels. Our findings revealed that valuing relationship was positively associated with CPS, whereas valuing teamwork was negatively associated with CPS. Furthermore, CPS competency was found to be a dominant and positive predictor of science achievement among all study variables, underscoring the importance of integrating CPS into teaching practices to promote student success in science. Additionally, different IBSI activities show varying relationships with science achievement, indicating that caution should be taken when recommending any specific practices associated with IBSI to teachers.

Guidelines for Improving Educational Personnel Competencies in The Digital Age to Elevate the Quality of Life and Underprivileged Children Competencies in Urban Communities, Chiang Mai Province

Objectives: This study aims to explore categories, quality of life, and underprivileged children competencies, and study guidelines for improving educational personnel competencies in the digital age to elevate the quality of life and underprivileged children competencies in urban communities, Chiang Mai province. Methods: Exploring categories, quality of life, and underprivileged children’s competencies was conducted through in-depth interviews and public hearings with 180 school administrators, teachers, representatives of underprivileged children's parents, and experts obtained by Purposive Sampling. Studying guidelines for improving educational personnel competencies was conducted through competency assessment and workshops with 162 school administrators, teachers, supervisors, and experts, selected through Purposive Sampling. Results: The findings revealed 10 categories of the underprivileged children, 11 factors affecting the their quality of life. The underprivileged children had a low level of threshold competencies and core competencies. The educational staff has high communication skills, learning management development, and health understanding in the digital age. Conclusions: The guidelines to improve educational personnel competencies include to develop digital literacy curriculum, smartphone-based media production curriculum, curricula for advanced thinking and innovation skills, foreign language learning management skills, communication skills in foreign and local languages, cultivation and maintenance of medicinal plants skills, modern urban community agriculture skills, product development skills for schools, online distribution, special education curricula for disabilities and children with developmental delays, health knowledge in the digital age for educational personnel, digital-era school administrations, and the competencies development of supervisors.

Retracted: A Study on the Integration of Business English Teaching and Intercultural Communication Skills Cultivation Model Based on Intelligent Algorithm

Retracted: A Study on the Integration of Business English Teaching and Intercultural Communication Skills Cultivation Model Based on Intelligent Algorithm

THE EDUCATIONAL ROLE OF HARMONICS IN PLATO’S REPUBLIC VII

<p>The purpose of this study is to discuss Plato's views concerning the mathematical aspects of music and its educational role, through the science of harmonics in <em>Republic</em> VII. Plato in his <em>Republic</em> includes harmonics as the fifth of the courses in a program of mathematical sciences (arithmetic, geometry, stereometry, astronomy, and harmonics) to be studied by the future philosopher-rulers, who are to become the best guardians and govern the ideal State. These mathematical sciences constitute the preparatory courses of the highest of all, which is dialectics. Τhe prominent place that mathematical sciences occupy in Plato's educational system, as that stage of education which helps the soul to turn towards true philosophy, is based on the fact that they contribute to the cultivation of cognitive skills, teach people how to think and help in the exercise of abstract thought. Harmonics have an equal, if not superior position, among the other mathematical sciences. Τhey are all connected with each other in terms of the result achieved by their study, that is, the conversion of the soul from the visible world to the intelligible world. This happens due to their mathematical way of thinking and their intelligible character, excluding their practical use and their involvement with empirical objects.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0014/a.php" alt="Hit counter" /></p>

Evolutionary Features of Personality Research and Leadership Traits. A Comprehensive Analysis

The convergence of evolutionary psychology and personality research provides significant insights into personality traits' adaptive origins and functions. The present study investigates the influence of evolutionary pressures on developing specific personality traits associated with leadership inclinations, focusing on the roles played by survival instincts and social cooperation. Specific heritable characteristics, developed and refined over thousands of years, may have provided individuals with advantages in effectively navigating intricate social structures and adapting to environmental demands, making them well-suited for leadership positions. Through a comprehensive understanding of these evolutionary foundations, we can develop a more nuanced and sophisticated viewpoint regarding leadership qualities' biological and adaptive underpinnings. Incorporating an evolutionary perspective enhances the discussion surrounding the cultivation of leadership skills. It emphasizes the inherent origins of leadership qualities, thereby illuminating their historical importance in the survival of the human species and the advancement of societies. The present research comprehensively analyzes various theoretical frameworks pertaining to personality and its correlation with leadership traits. This study aims to examine personality traits by analyzing a range of research studies and presenting their key findings. Numerous theoretical frameworks and empirical investigations have been dedicated to examining personality, encompassing its defining traits, influential determinants, and developmental dynamics in the context of leadership.

WORKSHOP TARI KHAS PAMEKASAN SEBAGAI PENGUATAN SUMBER BELAJAR LOCAL WISDOM DI SEKOLAH DASAR

WORKSHOP TARI KHAS PAMEKASAN SEBAGAI PENGUATAN SUMBER BELAJAR LOCAL WISDOM DI SEKOLAH DASAR

Rethinking Grammar Teaching: Dynamic Approach in Portuguese as a Foreign Language

This text critically examines traditional methodologies for teaching grammar in the context of Portuguese as a Foreign Language (PFL). It proposes an alternative, eclectic approach, which can be used in any foreign language. Drawing on evidence from research and pedagogical practices, it highlights areas for improvement in current approaches, such as the decontextualization of linguistic structures and insufficient gradual progression in exercises. The paper suggests a teaching framework based on Motivating-Grammaring-Applying (MGA), aiming to embed grammar learning in meaningful, communicative contexts and develop grammatical proficiency beyond mere rule memorization. The MGA model foregrounds the importance of authentic texts, student-centric discovery learning, and the application of learned structures in diverse communicative tasks. The paper further emphasizes the potential of digital tools and the importance of integrating grammar learning with other linguistic and cultural skills. Ultimately, this study encourages PFL teachers to diversify their pedagogical strategies and reconsider the role of grammar teaching in language learning, aiming at empowering students for effective communication in real-world contexts.

Healing the Psychic Misery of Aboriginal People in Mparntwe (Alice Springs): Who Is Best Placed to Do This?

In this paper, I highlight how I utilise narrative therapy practices in my private practice at Kings Narrative. More specifically, I explore the concept of “psychic misery”, which I recently learned about while studying the Master of Narrative Therapy and Community Work at the University of Melbourne. Psychic misery, a term penned by Adalberto Barreto and Marilene Grandesso in Brazil in 2010, describes what occurs when the skills, experiences, and knowledge of people in the community are not valued in the same way as academic knowledge. I bring attention to the correlation of this work in Brazil to local Aboriginal communities within and surrounding Alice Springs in the Northern Territory. I emphasise how, in my practice at Kings Narrative, I privilege and prioritise the cultural experiences, skills, and knowledge of Aboriginal men as the preferred and desirable skills for employment. Moreover, it is within the cultural skills and knowledge of Aboriginal men that we find solutions and strategies to shift and unpack problem stories within the community. Our Aboriginality is enough: enough to be employed, enough to start a business, and enough to navigate our way successfully through problem stories.