Competence In Education Research Articles

Digital Competency Development Among merchant Vocational Education Lecturers: An Analysis of Personal and Institutional Factors Influencing Teaching Effectiveness in Indonesian Higher Education

This study examines digital competencies among lecturers in Indonesian Maritime Vocational Colleges, aiming to analyze the relationship between lecturer profiles, institutional factors, and digital competency development. The research objectives focus on understanding how personal characteristics and institutional support mechanisms influence digital teaching capabilities while identifying effective strategies for enhancing digital competencies in maritime vocational education. Through a quantitative approach utilizing a comprehensive survey of lecturers across maritime institutions, the study employs DigCompEdu-based measurement tools to assess ten crucial dimensions of digital competency. The methodology combines questionnaires and structured interviews, analyzing data through confirmatory factor analysis and linear regression. Results reveal that while overall digital competency scores are above average on a Likert scale, significant variations exist across different competency domains. Digital tool usage demonstrates the strongest positive correlation with competency development, followed by attitudes toward technology. The study identifies age as negatively correlated with digital competency, while workload shows an unexpected positive relationship. Institutional factors, including curriculum support and professional development opportunities, significantly influence digital competency development. These findings contribute to understanding digital competency development in vocational education settings and provide practical insights for enhancing digital integration in maritime education institutions.

The ImmunoSkills Guide: Competencies for undergraduate immunology curricula

Immune literacy garnered significant attention in recent years due to the threat posed by emerging infectious diseases. The pace of immunological discoveries and their relevance to society are substantial yet coordinated educational efforts have been rare. This motivated us to create a task force of educators to reflect on pedagogical approaches to teaching immunology and to draft, develop, and evaluate key competencies for undergraduate immunology education. The research questions addressed include: 1) Which competencies are considered important by educators? 2) Are the illustrative skills clear, accurate and well aligned with the core competencies listed in the Vision and Change report?; 3) What are the concerns of immunology educators about competencies and skills? We collected data on the draft competencies using surveys, focus groups, and interviews. The iterative revision phase followed the community review phase before finalizing the framework. Here, we report a hierarchical learning framework, with six core competencies, twenty illustrative skills, and companion immunology-specific example learning outcomes. Predominant themes from interviews and focus groups, which informed revisions of this framework are shared. With the growing need for immunology education across the sciences, the ImmunoSkills Guide and accompanying discussion can be used as a resource for educators, administrators and policymakers.

Cultural Competence in Chinese Language Education: Discussing the Importance of Cultural Awareness and Sensitivity in Teaching Chinese as a Foreign Language

Background and Aim: Cultural competence plays a significant role in successful language education. Studies have shown that culturally sensitive pedagogy enables teachers to connect language to an accurate cultural context, preventing misappropriate language use. This study examined the importance of cultural awareness and sensitivity in teaching Chinese as a foreign language. Materials and Methods: Data was collected using observation, interviews, and systematic reviews of academic journals. The classroom observation was selected because it provides first-hand data about how educators teach the Chinese language. The researchers also observed the impact of cultural awareness on teaching methods and outcomes. Interviews were conducted using open-ended questionnaires to obtain the benefits of cultural awareness and sensitivity in teaching the Chinese language. The systematic review helped in extracting data from the previous studies. The inductive and deductive thematic analyses were conducted based on the guidance from Byram’s intercultural competence framework. Results: The findings showed that cultural awareness and sensitivity are important in teaching the Chinese language because they improve critical cultural awareness, linguistic competency, and the ability of language educators to translate and communicate effectively. The various elements of linguistic competency that teachers demonstrate include comprehension, connotation, convention, and conditioning. Conclusion: Cultural awareness and sensitivity also help language educators empower learners and enhance their capacity to become better intercultural communicators. The paper suggests that Chinese language teachers should make regular visits to China to enhance their cultural awareness. Educators should also try various strategies, including double translation, comparison, and situational settings to integrate cultural awareness into their teachings.

Students’ gender differences and scientific inquiry competencies in technical education and training institutions

ABSTRACT This study examined whether students’ gender differences have an impact on students’ levels of scientific inquiry competencies in technical education and training institutions in Tanzania by adopting a quantitative research approach and a survey design. A proportionate stratified sampling technique was employed to obtain 337 students (160 males and 177 females) enrolled in the laboratory science and technology programme. Data were collected through the use of a scientific inquiry competencies test and analysed using the one-way Analysis of Covariance (ANCOVA) technique. The results reveal that male students significantly outperformed their female counterparts in total scientific inquiry competencies and in generating hypotheses, conducting data analysis and interpretation, and drawing scientific conclusions. Contrary, both male and female students demonstrated equal competence in formulating scientific questions and in planning and designing scientific experiments. Notably, both male and female students demonstrated lower competencies in planning and designing scientific experiments compared to other competencies. Conclusively, male students performed better in the overall scientific inquiry competencies and in generating hypotheses, data analysis and interpretation and drawing scientific conclusions compared to female students. Thus, instructors are recommended to employ gender-responsive pedagogy during laboratory activities to create and offer optimal learning environments for both male and female students.

Exploring Cultural Competence in Art Education : A Literature Review on Enhancing Cultural Identity among Students in Taishan College in Shandong Province, China

This literature review explores the relationship between cultural competence in art education and the enhancement of cultural identity among students at Taishan College in Shandong Province, China. In an increasingly globalized world, understanding and integrating diverse cultural perspectives in educational curricula have become paramount. This study synthesizes existing research on cultural competence, art education methodologies, and their implications for fostering cultural identity. The review reveals that art education serves as a powerful medium for encouraging students to engage with their cultural heritage while also appreciating global artistic expressions. Key themes identified include the role of culturally responsive pedagogy, the impact of local traditions on artistic practices, and the significance of student engagement in culturally relevant projects. By highlighting best practices and potential strategies for implementing culturally competent curricula, this review aims to provide insights for educators and policymakers seeking to enhance cultural identity through art education in a Chinese context. The findings suggest that by embracing cultural competence, art education can not only enrich students' educational experiences but also promote a deeper sense of self and community identity among the youth in Shandong Province.

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

Development of a framework of interpersonal communication skills for MPharm students: a UK eDelphi study

Abstract Introduction The importance of communication skills for pharmacists in their daily activities, particularly in patient-centred care, is paramount. Effective healthcare, including complex tasks such as health promotion and medication reviews, heavily relies on quality communication. The GPhC emphasises the importance of graduates being able to employ communication skills in various settings1 although consensus on essential communication competencies in student pharmacist education is lacking. Aim To achieve consensus on a framework of interpersonal communication competencies for MPharm students. Method With approval from Keele University’s Research Ethics Committee, a draft interpersonal communication competency framework was developed after thorough literature review. Panellists with an interest in pharmacy education (including graduates, pharmacists and non-pharmacists) were invited to participate in an online three-round modified eDelphi study. Round 1 involved participants reviewing the draft framework, providing feedback on competency relevance/ wording and identifying missing competencies. Round 2 evaluated an updated framework for competency importance, with competencies needing 80% agreement to achieve consensus. Competencies without consensus underwent Round 3 review. Feedback was provided after each round. Results Panellists from across UK came from diverse pharmacy sectors like community, hospital, primary care, academia, industry, regulatory and education. In addition, there was as considerable participant experience, knowledge and expertise, which contributed distinct insights and viewpoints. The draft framework comprised 123 competencies across four Domains: Generic Communication (sub-divided into: organisation of an encounter, initiating and closing discussions, verbal and non-verbal communication, encouragement of person involvement, and adjusting communication based on contextual or cultural factors); Patient-Specific Communication (sub-divided into: gathering patient information and shared decision making); Peer Communication, and Other Communication (e.g., written). In total, 56, 49, and 47 participants completed each of the three consecutive rounds. In Round 1, over 500 comments prompted considerable amendments, including competency additions, removals, and mergers. This led to 126 competencies being rated for importance in Round 2 and 120 competencies (95%) were deemed important by at least 80% of eDelphi participants. Alongside competency ratings, an additional 130 comments were received, offering constructive insights. Six competencies that failed to achieve consensus in Round 2 underwent review again in Round 3. Subsequently, three more competencies failed to achieve consensus, resulting in a final agreed-upon framework of 123 competencies. Discussion This is the first competency framework developed for pharmacy student education. This study underscores the importance of interpersonal communication skills in pharmacy education and the experience of participants enriched the study, providing diverse and essential perspectives that were crucial in defining these competencies. The robustness of the iterative eDelphi process was instrumental in refining these competencies through multiple rounds. Although most competencies achieved consensus, a few contentious competencies underscored the challenges of aligning participant perspectives. The finalised framework, grounded in evidence-based development and stakeholder involvement, potentially serves as a flexible foundation for structuring pharmacy education curricula, but the scope of the study may face limitations, with the range of competencies either being too broad or too narrow, which could make implementation a challenge. Future research could focus on assessing these competencies across diverse healthcare settings. Reference 1. General Pharmaceutical Council, (2017). Standards for pharmacy professionals. Retrieved from https://www.pharmacyregulation.org/sites/default/files/standards_for_pharmacy_professionals_may_2017_0.pdf.

Intervention with institutional caregivers for the purpose of supportive education for disadvantaged children: 3C

IntroductionChildren in institutional care may have limited access to educational opportunities compared to children in parental care. Improving and enriching the educational practices of these children is important for their well-being. In this study, the Child Development, Communication and Care (3C) Training Program was prepared by the researchers. The 3C education approach emphasizes early childhood development and education. Particular focus is on the use of communication techniques in the education of young children. Our goal with 3C is to increase caregivers’ knowledge of child development and support them to communicate effectively with children. Through this curriculum framework, children are encouraged to interact effectively and empathically with others. Therefore, the curriculum framework emphasizes understanding emotions and building trusting relationships as key components in the holistic development of young disadvantaged children.MethodsA quasi-experimental design with pre-test-post-control group was used in the study. 16 sessions of 3C were applied to the personnel in the experimental group via distance education. Data were collected from the participants before and after the start of the training program by using the Child Education Competence Scale-Parent Form, Personal Information Form, and Training Evaluation Questionnaire.ResultsAs a result, significant differences were obtained between the experimental and control groups in favor of the group receiving training (z = 3.57, p<0.05). Accordingly, it can be said that 3C contributes to the holistic development of the child.DiscussionIt is hoped that such work could enhance the developmental outcomes of young children in institutional care and improve the quality of early childhood education.

Exploring clinician perspectives of systems-based practice: A physician training challenge.

Systems-based practice (SBP) has been a competency in US graduate medical education for over 20 years, but it is not well implemented. SBP is loosely defined as physician's responsiveness to the larger system of healthcare. The aim of this study was to describe healthcare professionals' perspectives regarding: (1) their knowledge and beliefs about SBP and (2) their beliefs regarding factors in clinical learning environments (CLE) that facilitate or hinder operationalisation and learning of SBP. Semi-structured interviews were conducted between November 2020 and April 2021 with 42 individuals from four health systems. Participants were healthcare professionals involved in graduate medical education, including physicians and interprofessional clinicians (e.g., nursing staff). Interviews were transcribed and coded using a social constructivist, codebook thematic analysis approach and themes were agreed upon through discussion amongst the research team. Five themes were constructed: (1) SBP remains a challenge to define, (2) SBP may be intuitively understood, particularly when framed at the microsystem level, (3) SBP aligns with the Health Systems Science framework, (4) SBP learning must be intentionally integrated into the CLE, through training such as onboarding and (5) multidisciplinary settings and work processes are critical to engage in SBP. Workload compression is a barrier to SBP implementation. Healthcare professionals highlighted that current CLEs are not designed to prioritise SBP. Graduate medical education programmes may benefit from focusing systems content at the microsystem level and purposefully integrating onboarding procedures, clinical settings and rotations specifically designed to teach SBP into their residencies.

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

Research on vocational education development of nautical technology major in hainan free trade port from the perspective of internationalization based on big data descriptive analysis

This paper presents a meticulous analysis of the UNCTAD's 2019 data pertaining to commercial ships, with a particular focus on Chinese-funded vessels. The objective is to assess their status and further predict the demand for shipping talents within the Hainan Free Trade Port. Notably, it is revealed that approximately 34.91% of the Chinese-funded ocean-going ships operate under flags of convenience, representing a substantial share of 55.9% in terms of tonnage. In order to address this situation and enhance the attractiveness of Hainan for vessel registration, a comprehensive "master plan" has been devised. Recent statistics indicate a favorable trend towards a reversal in this trend, with more Chinese-funded ships choosing to register in Hainan. Consequently, there is a pronounced demand for skilled shipping talents within the free trade port.Furthermore, this article delves into the intricate nuances of nautical technology vocational education, both domestically and internationally. It underscores the crucial role of skilled professionals who possess a global perspective and offers suggestions for fostering international collaboration and enhancing educational resources. Additionally, it identifies and discusses the challenges encountered in the Hainan Free Trade Port, along with proposed measures for improvement. The article emphasizes the imperative for responsive reforms to ensure that educational competencies are aligned with global standards. The implementation of these measures is anticipated to bring about transformative changes in nautical technology education within the Hainan Free Trade Port, thereby contributing significantly to the overall progress of the maritime industry globally.

Teacher competency development model of higher vocational schools in Shandong province, China

Teacher competency is fundamental to successful vocational education reforms and quality enhancement. The rapid economic transformation and industrial upgrading in Shandong Province require highly skilled talents, prompting the implementation of modern vocational education (MVE) reform. However, the current competency of vocational teachers (VTs) often falls short of MVE standards, and there is an urgent need for a development model suitable for regional characteristics as a guide. In this study, we aim to assess the current state of VT competency development in Shandong Province and propose an integrated competency development model tailored to its specific needs. Our research employed a mixed-methods design, incorporating a cross-sectional survey of 280 VTs and 140 administrators and semi-structured interviews with management personnel. We conducted the exploratory factor analysis (EFA) on a comprehensive survey questionnaire and identified six key determinants of VT competency development. Based on these findings and expert interviews, we developed an integrated competency development model, comprising the teacher’s personal qualities and educational philosophy, educational technology competence, digital teaching competence, social policy, professional identity, and school culture and support. This model offers practical implications for designing effective teacher training programs and establishing supportive institutional environments, ultimately aiming to enhance the quality of vocational education through improved teacher competency.

Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

AbstractThis study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

Penyediaan Pendidik dan Tenaga Kependidikan dalam Pendidikan Islam

Islamic education aims to develop individual potential as a whole, including spiritual, intellectual, emotional and physical aspects, in accordance with Islamic values ​​and principles. Therefore, qualified educators and educational staff are needed. This qualitative research uses a library research method, namely a research method carried out by observing various literature related to the problems in the research, in the form of papers, books or writings, both from print and online media. The results of this research are that the quality of educators and educational staff in Islamic educational institutions is currently still a complex and challenging issue. Even though there are efforts to improve quality standards, there are still various challenges that need to be overcome, such as lack of qualifications and competence of educators, low welfare, minimal training and professional development, and inadequate policy support. To overcome this challenge, collaboration is needed between the government, educational institutions and communities to implement structured training and development programs and improve the welfare of educators.

Positioning Ethics When Direct Patient Care is Prioritized: Experiences from Implementing Ethics Case Reflection Rounds in Childhood Cancer Care.

Caring for children with cancer involves complex ethical challenges. Ethics Case Reflection (ECR) rounds can be offered to support teams to reflect on challenges and what should be done in patient care. A training course, for facilitators of ECR rounds, has been offered to healthcare professionals (HCPs) in childhood cancer care by a Nordic working group on ethics. During/after the course, the trainees implemented and facilitated ECR rounds in their clinical setting. The aim was to explore the trainees' experiences of implementing ECR rounds in childhood cancer care. HCPs, who participated as trainees in the course, participated in 3 focus group interviews (n = 22) and 27 individual interviews (n = 17). Interview data were analysed concurrently with data collection following classic grounded theory. Positioning ethics is the core category in this study, used to resolve the main concern of doing ethics in a context where direct patient care is prioritized. Being able to take time for ethics reflections, not perceived as the key priority, was considered a luxury in the clinical setting. Strategies for positioning ethics include allying, promoting ethics reflection, scheduling ethics reflection, and identifying ethical dilemmas. These strategies can be more or less successful and vary in intensity. The prioritisation of direct patient care is not surprising, but polarisation between care and ethics needs to be questioned and ethics reflection need to be integrated in standard care. Ethical competence seems to be central in doing ethics and more knowledge on the promotion of ethical competence in practice and education is needed.

Utilization of abacus education to improve affective competency in mathematics education : Focusing on mathematics anxiety in elementary school students

Utilization of abacus education to improve affective competency in mathematics education : Focusing on mathematics anxiety in elementary school students

음악교육에서의 AI 리터러시 역량 요소 탐색

This study examines the direction of AI literacy education in music education in the context where the concept of AI literacy is being discussed and the necessity of AI education is being emphasized. To this end, the conceptual meaning and competency elements of AI literacy were reviewed through literature analysis on AI literacy, and the AI literacy competency elements required for music education were derived. The AI literacy competencies in music education were proposed as follows: first, expanding musical perspective and insight through understanding AI, second, expressive and communicative ability through AI, third, creative and convergent media utilization through AI learning experience, and fourth, AI ethics competency that can responsibly and ethically utilize AI tools in various music activities. The AI literacy competency elements suggest directions on what content and level should be focused on when including AI in music classes, and the significance of this study can be found in that it provided basic data for understanding the essential 'AI literacy’ technology and its contents required in music education.

The Impact of General Education Satisfaction on Core Competencies in the Cyber University Teaching and Learning Environment

The objective of this study is to identify the characteristics of students at Cyber universities and to empirically analyze the impact of their satisfaction with general education on core competencies. A survey was conducted with 1,196 students from S Cyber University in the metropolitan area, with the objective of assessing their satisfaction level with general education and core competencies. The study employed a variety of analytical techniques, including correlation analysis, descriptive statistics, independent t-tests, simple and multiple linear regression analysis, to verify the relationships between general education satisfaction and core competencies.</br>The findings revealed that significant differences in some core competencies were identified based on gender, transfer status, and whether students had been enrolled for more than two semesters, underscoring the necessity for tailored educational programs that consider demographic factors and learning experiences. Secondly, the results of the simple linear regression analysis indicated that student satisfaction with general education had a significant positive impact on all core competencies, with the strongest effect observed on the communication and cooperation competency. Thirdly, the results of the multiple linear regression analysis indicated that satisfaction with general education had a significant positive impact on all core competencies. Additionally, factors such as enrollment for more than a year, gender, and age group had a significant positive effect on some core competencies.</br>Based on the findings, the study emphasizes the crucial role of general education in enhancing core competencies within the Cyber university learning environment. It also proposes the development of tailored educational programs aimed at improving specific competencies, such as global citizenship. Moreover, the study confirms that even in remote learning environments, general education plays a key role in promoting interaction and cooperation among students. This suggests that enhancing the quality of general education can maximize students' learning experiences and contribute to the achievement of Cyber universities' educational goals.

Development of Domains of Competence and Competencies for Physical Therapist Education.

Competency-based education (CBE) has been gaining widespread acceptance as a viable method for transforming education within health professions. The purpose of this report is to describe the process we used to develop a set of domains of competence and associated competencies for physical therapists. The catalyst for this effort was our desire to implement CBE as part of the major renewal of our Doctor of Physical Therapy curriculum. We developed a draft set of domains and competencies for physical therapists by considering the future of physical therapy and relevant CBE literature. Next, we used a multistep survey-and-revise process to develop consensus on the appropriateness and clarity of each domain and competency. Surveys were repeated until an 85% threshold level of agreement was achieved for each domain and competency. Between rounds of the surveys, the Competency and Entrustment Writing Team reviewed feedback and edited items accordingly. The writing and feedback processes resulted in consensus on a total of 57 competencies, organized into 8 domains of competence. The development of defined outcomes for physical therapist education (PTE) through domains and competencies provides a framework for a broader effort to re-envision PTE. Careful attention to ensuring that the framework uses shared language across professions has the potential to enhance health care and the health of society.

Skills and competences of sexuality educators. Evidences from a qualitative research in Italy

Abstract Background The scientific literature recognizes the strategic role of educators in sexuality education projects in schools. If, however, there is often a discussion about the most effective professional figure (teachers, school experts or external experts), there is a little attention to the skills and competences that an educator should possess and to which he or she must be trained. Adopting a Comprehensive Sexuality Education (CSE) approach, which is evaluated as the most effective, it is necessary to consider a skill set for educators that should not be limited to the knowledge in the area of sexual health promotion and risk prevention. Methods In order to build evidence-based competencies and skills, a qualitative study was conducted. A total of 72 educators involved in school-based CSE interventions in 4 Italian Regions, in 24 middle and secondary schools (68 classes), during 2 consecutive school years were enrolled. Before, during, and after the activities in the classrooms, qualitative feedback was collected, through reflective journals written by educators themselves. These data were analyzed through a qualitative approach, according to the principles of empirical phenomenology. Results The phenomenological evidences confirm the need to overcome the conception of educator as instructor equipped only with knowledge in the field of sexual health. It is considered fundamental to possess and develop pedagogical competences and skills, such as: caring attitude, teaching skills, theoretical awareness, capacity to manage the unexpected. Moreover, educators reported the necessity of an initial and continuous training on these dimensions considered as the most challenging. Conclusions The research confirms the complexity of the competency profile of CSE educators. Therefore, their professional development should include tailored designed multi-disciplinary training programs, with particular attention to the pedagogical dimension. Key messages • Comprehensive sexuality education requires an adequate professional figure intended not as an instructor aimed only at risk prevention and health promotion, but as a real caring educator. • Pedagogical skills and competences should be included in the training processes for sex educator, through adequate activities.