Education Skills Research Articles (Page 1)

Background: Child sexual abuse (CSA) is a pervasive global issue affecting millions of children and undermining their access to care, psychosocial support, and education. In South Africa, the Children’s Amendment Act 41 of 2007 designates teachers as mandatory reporters of suspected or disclosed CSA. However, the sensitivity of such cases often results in under-reporting. Aim: This study explored primary school teachers’ perceptions of their competence in managing CSA disclosures and examined how teacher self-efficacy influences reporting behaviour. Setting: The research was conducted in South African primary schools, involving participants from diverse school-based roles. Methods: A qualitative, phenomenological design was adopted. Data were gathered through in-depth individual and focus group interviews with 15 purposively selected participants, including class teachers, life skills educators, Heads of Department, School Management Team members, and School-Based Support Team members. Data were analysed thematically using Braun and Clarke’s framework. Results: Findings indicated that CSA disclosures are relatively common in schools, yet many teachers feel ill-equipped to respond. Perceived incompetence stemmed from limited skills, inadequate knowledge, insufficient institutional support, and a lack of clear reporting guidelines, all of which hinder teachers’ willingness and ability to act. Conclusion: Despite legal obligations, teachers often feel unprepared to handle CSA disclosures, revealing significant gaps in training and systemic support. Contribution: The study underscores the need for comprehensive teacher training and supportive institutional frameworks to strengthen competence, confidence, and responsiveness to CSA, thereby promoting safer school environments for vulnerable learners.

The Coding for Liberal Arts research project is a media-educational study that explores the integration of coding and computational thinking into liberal arts education to enhance technical and disciplinary skills in primary school education. As part of the project, educational courses were implemented in classrooms to test and observe the proposed methodology. Each lesson was structured around the phases of the Scientific Method (Knowing, Hypothesising, Observing and Recording, Deducing), and four pedagogical pillars: Media and Digital Education, Competency-Based Education, Cooperative Learning, Experiential and Active Learning. The study followed an action-research model, involving approximately 450 students from 23 classes in public and private primary schools in Turin (Italy). Adopting a mixed-methods approach, the study combined qualitative text mining and quantitative analysis to capture both structured and unstructured data. These were collected using various tools (entry and exit tests, preliminary and final questionnaires, group-work outputs, teacher interviews, observation forms, and field notes) and analysed using Python to identify patterns and trends in students’ learning experiences. Findings indicate that students successfully applied coding in liberal arts contexts, enhancing interdisciplinary understanding and problem-solving skills. Looking ahead, the results call for further exploration of coding-based methodologies across subjects and educational contexts. Although the PhD concludes in November 2025, the project will continue to address current limitations – particularly course duration and the inclusion of more Montessori-inspired activities. In conclusion, the research suggests that coding can be a valuable educational tool for fostering critical thinking, creativity, and cross-disciplinary collaboration, supporting the development of essential 21st-century skills.

The study assesses the effectiveness of multi-sectoral strategies aimed at ending child marriage in Kogi State, Nigeria. Utilizing both primary and secondary data, the study synthesized government policy frameworks, international reports, academic literature, and qualitative data from key stakeholders, including adolescent girls, community leaders, educators, and policymakers. Data collection involved purposive sampling, with in-depth interviews and focus group discussions analyzed thematically using NVivo 8.0. Findings reveal that several initiatives have yielded positive outcomes. Health-focused programmes such as the Maternal, Newborn, and Child Health Week (MNCHW) expanded access to essential services in underserved communities, indirectly addressing child marriage drivers. Capacity-building initiatives, free medical testing, and life skills education, particularly under the Participation Initiative for Behavioural Change in Development (PIBCID), enhanced women’s health literacy and autonomy. Educational interventions like the Girl-Child Education Support Programme (GCESP) improved school enrollment through scholarships, delaying early marriage among beneficiaries. Legal reforms such as the enactment of the Violence Against Persons Prohibition (VAPP) Law and the establishment of specialized courts have strengthened the legal framework against child marriage, while community-based awareness campaigns have improved rights literacy and social support for girls’ education. Cultural practices, such as the Ovia-Osese Festival, were also observed to reinforce norms that discourage early marriage, though concerns around human rights compliance were noted. Despite progress, challenges persist, including sustainability of programmes, funding limitations, inadequate infrastructure, cultural resistance, and uneven enforcement of laws in rural areas. The study underscores the need for sustained, context-sensitive, and scalable interventions that address the socio-cultural and economic root causes of child marriage. Strengthening cross-sector collaboration and ensuring community ownership are essential to achieving long-term impact. Keywords: Child Marriage, Kogi State, Intervention, Impact, Challenges

Teamwork practice through simulation-based education (SBE) is effective, but optimal instructional design remains uncertain. Preinstruction targeting technical skills (TS) and non-TS (NTS) has shown promise in supporting their respective acquisition through simulation. However, evidence remains limited on whether preteaching TS can enhance NTS acquisition, such as crisis resource management (CRM). This study aims to assess the impact of presimulation instruction of TS on the acquisition of CRM during SBE. We used a convergent mixed-method design, combining a quantitative post-test-only control group design with a complementary qualitative component. The intervention group had access to preinstruction of the TS necessary for managing an acutely ill patient, whereas the control group was exposed to a sham video. The main outcome was CRM skills acquisition, as measured by the Ottawa Global Rating Scale (OGRS) after 2 SBE sessions held 3 months apart (T0 and T3). Secondary objectives were the intervention's effect on anxiety, cognitive load, and participants' perceptions of the intervention. Quantitative outcomes were assessed with a repeated-measures general linear model. Semistructured interviews were conducted after each simulation, and thematic analyses were performed. Sixty-four postgraduate year 1 (PGY1) residents were randomized into intervention and control groups. Participants who received preinstruction of TS in addition to SBE of NTS achieved significantly higher overall OGRS scores than those who received SBE of NTS alone. There were no between-group differences in anxiety measures. Qualitative analysis revealed high variability in the intervention's impact on participants, some revealing lower cognitive load, whereas others heightened levels of performance anxiety. In PGY1 residents, preinstruction of TS may reduce cognitive load during simulation training and enhance CRM skill acquisition at 3 months, although not via anxiety reduction. Responsiveness to the study intervention was variable and highlights the need for further research on the impact of instructional design adaptations on different learner subsets.

Abstract Post-conflict memorialization efforts exacerbate disputes over who is authorized to speak about the past. Through the case of museum and memorial sites in Colombia, this article examines how expertise on the past is enacted and perceived in a post-conflict context. Bringing together qualitative data from observations of school trips and other daily activities to two memory sites, as well as focus groups with students and interviews with teachers, site staff, and key informants working on issues of memory, this study examines how multiple stakeholders embody, perform, and perceive expertise. I extend literature on the question of experience-based expertise to the case of post-conflict memorialization to analyze the tensions that arise when creating exhibits and presenting them to youth audiences. Findings suggest that there is a constant push-and-pull between “scholar-experts” who can claim authority based on educational credentials, professional experience, and research skills, and “victim-experts” whose lay expertise is decidedly grounded on experiential knowledge and emotions. Interactions among distinct experts bring up complex negotiations, becoming materialized in objects and spaces that are then communicated to lay audiences. Young visitors perceive and assess performances of expertise from their place as non-experts, expecting communicative and novel translations that can convey experiential knowledge. Engaging with the production, materialization, and communication of expertise in the context of post-conflict memorialization, this article adds new layers of analysis to binary distinctions between experts and non-experts.

Introduction: Although evidence-based practice (EBP) is a core nursing competency, little is known about the extent to which nurses are educated on the five steps of EBP, including the specific educational content within each step, in pre-licensure and in-service education, and how these educational experiences relate to their knowledge and skills. Objectives: To examine the extent of nurses’ experience of receiving specific educational content related to each step of EBP in pre-licensure and in-service education, and to evaluate the associations between these experiences and EBP knowledge and skills. Methods: This cross-sectional questionnaire survey was conducted between June and September 2022 among 2,672 employed hospital nurses in Japan. EBP knowledge and skills were measured using the Japanese version of the EBP Questionnaire. Experience of receiving EBP education in pre-licensure and in-service education was assessed using items developed from EBP textbooks and core competency literature. Analysis of covariance and relative importance analysis were conducted to evaluate the association between the experience of receiving EBP education and EBP knowledge and skills. Results: 718 nurses (26.9%) were included in the final analysis. The findings showed that nurses’ experience of receiving EBP education was generally limited, with fewer than 25% having learned any EBP-education item, except literature databases, in pre-licensure education. Similarly, fewer than 25% have learned each EBP-education item in in-service education. The adjusted mean EBP knowledge and skills score increased progressively with the extent of education received across the five steps of EBP (20.6 for no steps to 35.5 for five steps), showing a consistent dose–response relationship (p for trend < 0.001). Relative importance analysis showed that the Step 4 and Step 5 items were placed toward the upper end of the contribution rankings. Conclusions: To effectively improve nurses’ EBP knowledge and skills, providing a practical, EBP-specific program that comprehensively covers all five EBP steps would be essential. Additionally, developing programs for training educators would also be essential.

Digital transformation is reshaping accounting practices worldwide, requiring a shift from traditional manual methods to digital accounting systems. This paper provides a theoretical framework for digital accounting and examines its role in the broader digital transformation agenda, with a focus on Vietnam. The current status of digital accounting adoption in Vietnam is analyzed, highlighting progress and persistent challenges such as limited technology integration, skill gaps, and regulatory hurdles. Drawing on literature and Vietnamese policy documents, the study proposes strategic solutions to enhance the efficiency and effectiveness of digital accounting. Key recommendations include strengthening top management support and digital awareness, upgrading legal frameworks (e.g., e-transactions laws and accounting standards) to accommodate digital records, investing in robust IT infrastructure and cybersecurity, and developing human resources through education and training in digital skills. The paper also emphasizes the Vietnamese government’s initiatives such as mandatory e-invoicing and national digital transformation programs and recommends further support for small and medium-sized enterprises (SMEs) in their digital accounting journey. The findings contribute to a deeper theoretical understanding of digital accounting in an emerging economy and offer practical insights for policymakers and practitioners to leverage accounting digitization for Vietnam’s sustainable development in the digital era.

Although Science Process Skills (SPS) have served as the basis for the study of Chemistry, learners at secondary schools in Kenya often do not perform very well practical-based work owing to inadequate laboratory facilities and teacher-directed curricula. This research set out to determine the impact that Multimedia Technology Integration (MTI) would have on the acquisition of Science Process Skills in the science education of Chemistry at co-educational secondary schools in Bomet County, Kenya. A Solomon Four Non-equivalent Control Group quasi-experimental design was employed. It included 208 students in Form Three from four co-educational schools purposefully identified in the program (two experimental and two control). For the experimental therapy, MTI incorporated other interactive techniques for the teaching of the mole concept as animations, simulations and films was used over a four-week period in a four-week intervention. Control group members received instruction using Conventional Teaching Methods (CTM). Data collection instruments comprised a researcher-created acquisition test regarding scientific process skills (KR-21 reliability = 0.853) and an observation checklist on science process skills; past KCPE science performance was a co-variate. Descriptive statistics, t-tests, ANOVA, and ANCOVA at ɑ = 0.05 revealed that MTI group had significantly superior SPS acquisition performance than the CTM group (p < 0.05). The experimental group did better than the control group in both test scores and observed practical class level tasks; we saw that 70.2% of participants improve on their competencies. MTI is a promising method for enhancing science process skills acquisition across chemistry classrooms. These findings are encouraging the use of multimedia technology in science curricula to enhance inquiry-based learning and enhance practical competencies in resource-constrained educational conditions.

Hygiene is a set of measures aimed at preventing infections and the onset of infectious diseases, and studies have shown that handwashing can prevent a significant number of deaths worldwide. However, the school is both a space whose primary function is the transmission of knowledge and educational skills, but it is also a place of social life, so that in this logic the issue of health must be strongly involved in the school programmes. Indeed, the success of students depends on their health, and health promotion in schools is a vital skill that enables every citizen to take his or her place individually and collectively in matters of health and well-being. The objective of our study is to evaluate the adoption of healthy and sufficient attitudes and knowledge by first-year college students about handwashing in order to assess the knowledge acquired during their learning in elementary school regarding health education. The survey was conducted via a questionnaire on health behaviours of school-aged children (HBSC) among a sample of students in the first year of secondary school. Then, we chose to analyse statistical data from the school and university health teams of the provincial delegation of the Ministry of Health and Social Welfare in the province of Sidi Kacem. A total of 1,045 high school students were surveyed. The average age of the students was 14 years. 64% had no information about the consequences and severity of not washing their hands, only 7% of these students always used soap to wash their hands, and about 31% reported washing their hands before eating. Barriers to handwashing for these students were difficulty finding soap for 48% and lack of information for 27%. The prevalence of influenza was 23% in this sample. The results of this study show that students are not able to develop healthy attitudes about the importance of handwashing. It is therefore very important to strengthen pedagogical approaches to health education in the primary and preschool period.

Equipping local youth leaders with the right skills is an absolute necessity especially in the ongoing fight against drug abuse and the pursuit of community progress. This study explores the capacity-building initiatives for Sangguniang Kabataan (SK) officials in Sanchez Mira, Cagayan, focusing on their vital role as youth leaders in advancing drug prevention and community development. Anchored on the mandates of the Philippine Dangerous Drugs Board and aligned with the United Nations Sustainable Development Goals (SDGs), the study employed a mixed-methods approach combining quantitative surveys and qualitative interviews with SK officials, Philippine Drug Enforcement Agency (PDEA) personnel, and the Local Youth Development Office (LYDO). Findings revealed that the Trainers’ Training Program was generally effective in enhancing drug abuse prevention education, communication and life skills, and community immersion. However, persistent gaps emerged in the areas of program administration, formulation of action plans, practical application of knowledge, and post-training support. Key challenges included limited resources, lack of autonomy, weak inter-agency collaboration, and inadequate follow-through mechanisms. The study highlights the need for competency-based, participatory, and sustainable training models that foster leadership development, research skills, and strategic planning. By institutionalizing structured and context responsive programs, SK officials can be empowered to become more effective catalysts of community transformation. The study concludes that strengthening the capacities of youth leaders not only enhances their governance and advocacy skills but also contributes to the creation of healthier, safer, and more resilient communities. Ultimately, empowering SK officials through systematic training initiatives positions them as frontliners in promoting drug-free and youth-inclusive local governance. Keywords: Capacity-Building, Sangguniang Kabataan (SK), Youth Empowerment, Drug Prevention, Community Engagement

This study describes the design, implementation, and evaluation of a Competency-Based Pharmacy Education (CBPE) program for 120 direct-to-patient (DTP) pharmacists in China, aimed at improving pharmaceutical care and pharmacotherapy skills. The program, which integrated Case-Based Learning (CBL) and Objective Structured Clinical Examination (OSCE), included both online and in-person sessions. A cross-sectional analysis of participant performance and satisfaction showed a mean total OSCE score of 68.31. Participants demonstrated strengths in communication and documentation, with one-third of participants achieving high scores, while weaknesses were noted in patient education and care planning. Participant surveys revealed significant perceived improvements in communication and patient education skills among 62.5% of the participants. These findings suggest that CBPE is a promising approach for pharmacist training, advocating for its broader adoption to meet the evolving demands of healthcare and improve patient outcomes.

Reading comprehension is an essential skill in basic education, as it conditions learning in all areas and reflects students' cognitive and social development. However, international assessments such as PISA and LLECE have shown low levels of performance in this skill in Latin America, where difficulties in inferring, critically analyzing, and maintaining motivation to read persist. In response to this, active methodologies have emerged as innovative alternatives that place students at the center of learning, encouraging their participation and autonomy. The purpose of the study was to identify the main problems in reading comprehension among elementary school students and to propose strategies based on these methodologies. A mixed design was applied, with a literature review and a pilot study in two educational institutions with 60 fifth- and sixth-grade students. The intervention included project-based learning, flipped classroom, and cooperative learning for eight weeks. The results showed improvements in inferential and critical comprehension levels, greater reading motivation through gamification, and an increase in student participation and autonomy. It is concluded that the systematic integration of active methodologies promotes reading comprehension and more meaningful learning.

This paper systematically sorts out the development course of economics as a discipline in China, covering the introduction of Western economics in the early stage, the establishment of Marxist political economics, and the construction of the theoretical system of economics with Chinese characteristics after the reform and opening-up. Combining the characteristics of vocational education, it explores how to balance the relationship between ideological education and market demand orientation in the professional teaching of economic management. The research shows that economics education must adhere to the guiding position of Marxism, while closely integrating with the practice of China's economic development, to cultivate applied talents who are proficient in both theory and practice. This paper proposes an innovative model of vocational education featuring "ideological and political guidance, market orientation, and competence-based", which realizes the organic unity of ideological education and vocational skills training through the reconstruction of curriculum system, the innovation of teaching methods, and the deepening of industry-education integration. It provides theoretical support and practical paths for the reform of economics education in vocational colleges.

What Works to Prevent Violence Against Adolescent Girls in Low- and Middle-Income Countries: A Systematic Review.

This study aimed to enhance the practical applicability of essay-type assessments for pre-service teachers' teaching aptitude and personality, complementing the limitations of existing self-report measures. However, the viability of such assessments has been historically challenged by the time, cost, and reliability issues inherent in human scoring. To address this, the study adopted an integrated approach: first, developing a scenario-based assessment focused on educational problem-solving skills, and second, validating the application of generative AI (ChatGPT-4) for its automated scoring. A study with pre-service teachers revealed that while automated scoring was more lenient than human scoring, it demonstrated higher internal consistency and stability. The developed assessment showed discriminant validity through low correlations with self-report measures and convergent validity through its correlation with academic grades. These findings suggest the practical applicability and efficiency of an integrated assessment system that combines a scenario-based essay test with AI-powered scoring.

ABSTRACT This study explores the roles of health, education, energy use, and exports in driving economic growth in Jordan, with a comparative perspective on high-income countries (HICs). By applying a gradient boosting machine learning model, we identify the relative importance of these factors and employ curve-fitting techniques to project growth trajectories. Our findings show that Jordan’s economic growth is strongly influenced by export-led policies and demographic factors, whereas HICs primarily benefit from investments in education and workforce skills. These results provide insights for policymakers on balancing short-term needs with long-term resilience. For Jordan, a focus on export-driven strategies, coupled with population management, offers a pathway to sustainable growth. This study provides Jordanian policymakers with actionable insights for tailoring economic policies that align with the unique socioeconomic dynamics of the region, fostering adaptive and context-sensitive development.

Purpose of the study: This study aims to evaluate the effectiveness of integrating life skills education into futsal extracurricular activities in vocational high schools. The research was conducted in response to the limited application of life skills learning in sports-based programs, particularly in futsal, which is often focused merely on technical performance. Methodology: The study employed a quantitative descriptive approach using the CIPP (Context, Input, Process, Product) model. The participants were 13 students purposively selected from the extracurricular futsal program at Vocational High School Muhammadiyah Kutawinangun. Data were collected using validated questionnaires to measure life skills and performance tests to assess basic futsal skills (dribbling, passing, and shooting). The data were analyzed using paired sample t-tests and N-Gain to determine the effectiveness of the intervention. Main Findings: The results showed a significant improvement in students’ life skills (M = 50.69; t = 8.957; p < 0.001) and a moderate improvement in futsal skills (M = 9.39; t = 3.501; p = 0.004). The integration of structured life skills learning within futsal training proved effective in developing students’ teamwork, communication, and self-management abilities. Novelty/Originality of this study: The novelty of this study lies in its systematic combination of sports pedagogy and life skills education within an extracurricular setting, providing a new model for holistic learning in vocational education. The findings have practical implications for educators and policymakers in designing sports-based learning models that foster students’ personal, social, and professional competencies in alignment with 21st-century education goals.

Purpose of the study: This study synthesizes how Qur’anic value orientations tafakkur (Meditation), taʿāwun (collaboration), ḥikmah (wisdom), and iḥsān (excellence/creativity) map onto 21st-century competencies (4C/6C) and articulates a coherent integration framework for Islamic education. Methodology: Adopting a library research design, documents were selected through explicit inclusion–exclusion criteria from databases (e.g., Google Scholar, national portals) and backward reference screening. Eligible sources included scholarly books, peer-reviewed articles, theses/dissertations, regulations, yearbooks, and reputable encyclopedias (print/digital). Data were extracted using a structured matrix and analyzed using qualitative content analysis (NVivo/ATLAS.ti optional). “Measurement” was operationalized as code presence, salience, and co-occurrence patterns across texts. Trustworthiness was supported by expert review of the codebook, intercoder agreement targets (Cohen’s κ ≥ .70), triangulation, and an audit trail. Main Findings: The study identifies strong links between Qur’anic values tafakkur, taʿāwun, ḥikmah, and iḥsān and core 21st-century competencies such as critical thinking, communication, collaboration, and creativity. These connections form a practical Value–Skill–Outcome framework that translates spiritual principles into measurable educational skills, offering a balanced integration of ethical values and modern learning outcomes in Islamic education.. Novelty/Originality of this study: The study moves beyond descriptive parallels by offering a concise, Qur’an-anchored framework that integrates classical values with contemporary competency models for Islamic higher education.

In order to improve students’ conceptual understanding and critical thinking skills in mathematics education, this study looks at the problem-solving approach as an instructional tool. Mathematics is a content-focused subject that requires students to think, evaluate, and even apply concepts in the real world. It cannot be reduced to simply memorizing formulas and following algorithms. However, the predominant teaching approach in Pakistan, like in many other school systems, is rote memorization, which leaves little room for inquiry or higher order thinking. The aim of this study was to investigate whether employing problem-solving techniques could serve as a “bridge” between these levels, allowing senior secondary school pupils to learn more deeply. Three hundred Grade 9 students from public and private schools in three districts in southern Punjab participated in a quasi-experimental study using a pretest-posttest control group design. After being split up into two groups, the subjects studied the same material, with the first group using a problem-solving approach and the second group listening to a traditional lecture. Two standardized tools were used to collect the data: the Mathematical Critical Thinking Assessment (MCTA), which consists of 20 context problems to measure skills in appropriate reflection of thinking, evaluation, and decision making, and the Conceptual Understanding Test (CUT), which consists of 25 test items to assess algebraic reasoning and understanding. Cronbach’s α values for both instruments were 0.87 and 0.89, respectively, indicating good reliability. The study was conducted for 8 weeks, the experiment group received RMT, collaborative discussion, reflexive task while the control group followed conventional textbook teaching method. Statistical analysis The data were analyzed using the SPSS Version 26 software which employed descriptive statistics, independent and paired sample t-test, (ANOVA) and Pearson correlation test. The experimental and control groups had significantly different (t = 9.52, p <. 001) and a mean of 18.6 point improvement. Additionally, we found a robust positive association (r = 0.71, p <. 001) between CT and conceptual understanding was found, indicating that they are interrelated. These results show that problem-solving has a positive impact on conceptual understanding, logical reasoning and critical reflection abilities of students. The method not only increases academic achievement but also teaches students how to think critically and creatively. This study is in favor of constructivist theory, which claims that learners do not receive passively knowledge, but rather they achieve it interactively and reflectively. Apart from this, it also has the following practical implications for mathematics educators, administrators and curriculum developers : problem-solving pedagogies should be built in to curricula of mathematics educations as well as teacher education. The author argues that problem-solving approach is ideal teaching and learning strategy because it triggers curiosity, makes learning experiences meaningful, and also help students acquire metaphysical reasoning and mental tools needed in the twenty-first century.

Abstract In STEM education, the development of thinking skills is increasingly viewed as essential for preparing students to navigate complex and uncertain futures. However, the field remains conceptually fragmented, with diverse and sometimes overlapping terminologies, definitions, and theoretical models. This study presents an LLM-powered systematic literature review, following the ENTREQ framework to ensure methodological transparency and rigor, aimed at identifying and mapping the thinking skills most frequently discussed in STEM higher education over the past decade. Using the AI tool Elicit, 170 peer-reviewed journal articles were analyzed. The review synthesizes definitions, conceptual frameworks, and interrelations among skills such as Critical, Systems, Computational, Mathematical, Spatial, Creative, Design, Reflective, Scientific, and Complexity Thinking. The results reveal eleven core thinking skills and highlight the conceptual overlaps and distinctions between them. AI use not only expedited literature screening and coding but also mitigated selection bias by systematically applying inclusion criteria, overcoming common limitations of manual reviews such as inconsistency and time lag. This overview contributes to greater clarity and consistency in the field and provides a foundation for future curriculum design and research, supporting a more coherent integration of thinking skills in STEM education.