Essential Skills Research Articles

The influence of the social environment on the development of critical thinking skills in young people: A study in the city of Durres, Albania

Critical thinking is an essential skill for individuals, especially young people, enabling them to analyze and evaluate information to make informed decisions. Young people who are able to make informed decisions have the opportunity to improve their future and contribute to a better society. In Albania, the level of development of young people's critical thinking skills, according to the Program for International Student Assessment (PISA), is very low. In this context, this work aims to explore the social environments that influence the development of critical thinking in young people. The study employed quantitative and qualitative approaches, as well as an analysis of secondary data extracted from similar studies. The quantitative method consists of the analysis of a questionnaire that was completed by 260 young people from 15–30 years of age. The study data show that schools, society, and social media play a very important role in the development of young people's critical thinking skills. The data confirmed that the socioeconomic status of families influences critical thinking abilities. This highlights the importance of supporting young people from all walks of life to ensure that they all have the opportunity to develop critical thinking, regardless of social background. The findings of this study are important for understanding and fostering the development of critical thinking skills in young people. This research supports teachers, parents, policymakers, researchers, and others in their efforts.

An Innovative Course Structure to Teach Excel to Business School Students

Mastering Microsoft Excel is an essential skill for any business school student, whether during their studies, their internships, or their future jobs. This competency is difficult to teach as many students think they master the software when they only use a tiny part of it. In this paper, we will describe an innovative course we’ve created to train a large group of students in our business school. This course combines e-learning paths, online synchronous sessions, and an adapted support. Having taught this course for several years, we will first describe the first sessions of the course. After these sessions, we observed that as some students are aware of the necessity to develop their skills, some others are not involved at all in the process. Following these sessions, we introduced some evolutions we will present. These evolutions improved the course. We will describe these evolutions and present the results on students’ training. Finally, we will present the future developments we plan to implement for next year.

Enhancing Students’ Knowledge-Based Economy Skills at Sultan Qaboos University

This study examines the readiness of Sultan Qaboos University (SQU) students for the knowledge-based economy, focusing on their awareness, perceptions, and skills. As Oman transitions towards a knowledge-based economic model, understanding and enhancing students’ preparedness has become crucial. This research employs a quantitative approach, utilizing a questionnaire distributed to SQU students across various colleges and academic levels, achieving a 66.04% response rate. The key findings reveal that while many students consider knowledge economy skills very important, some express neutral awareness about these skills. Students ranked creativity and innovation (85.82%) and critical thinking and problem solving (85.11%) as the most essential skills. The study identifies significant relationships between enhancing students’ knowledge-based economy skills (ESKBE) and both awareness of the knowledge-based economy (AWS) and the impact of technology on education and employment (ITEE). Students generally view the knowledge economy positively, with 55% agreeing it will have a positive societal impact. However, they recognize challenges, including resistance to change (53.5% agreement) and limited access to education and training (49.3% agreement). The need for government involvement in addressing these challenges was strongly emphasized (54.3% agreement). Based on these findings, the study recommends that SQU enhance its curriculum to explicitly develop key skills, improve awareness of knowledge economy demands, further integrate technology into educational practices, strengthen industry partnerships, promote lifelong learning initiatives, and engage more actively with policymakers. This paper also provides a unique look at higher education’s role in the changing economy, as seen through graduates. It offers empirical evidence for the necessity of universities to change to serve the knowledge economy and, at the same time, make a case on how complex this transformation is. The results matter not only for SQU but also—in a more general sense, at least as far as knowledge-based economies are concerned—globally with respect to higher education institutions.

Exploring the effectiveness of the Career Guidance and Counseling Program on the perceived readiness for the job market: a lived experience among nursing students

BackgroundThe current workforce demands that nursing graduates possess the necessary skills and knowledge to perform in complex clinical and professional environments. Career guidance can potentially improve students’ job readiness by increasing their confidence in career pursuits, simplifying career decisions, and helping them address decision-making challenges.MethodsThis phenomenological study aimed to explore nursing students and interns’ perspectives on the effectiveness of the Career Guidance and Counseling Program (CGCP) and its impact on their readiness for the job market through their lived experiences while participating in the program. Data were collected through in-depth semi-structured interviews with a purposive sample of 28 Saudi university students and continued until data saturation was reached. Thematic analysis was used for the data analysis.ResultsSeven themes emerged: personal experiences with the CGCP, the program’s importance, effectiveness, benefits, strengths, and weaknesses, and recommendations for improvement. Overall, participants expressed gratitude for the CGCP and believed that it would positively impact their future career success. They also felt that the program provided them opportunities to share ideas, information, and concerns, thereby improving their career decision-making and adaptability.ConclusionThe results show that CGCP positively affected participants’ lives by providing support, guidance, and resources for informed career decision-making, developing essential career-related skills, and navigating career transitions. These findings have practical implications for nursing colleges implementing similar programs for better integration into the curriculum and for the continuity of such vital programs to help students. Future studies should explore this topic in different colleges and specialties.

Updated ASM Curriculum Guidelines describe core microbiology content to modernize the framework for microbiology education.

Curricular guidelines promote standardized approaches to coverage of essential knowledge and skills in undergraduate education. The American Society for Microbiology (ASM) Curriculum Guidelines for Undergraduate Microbiology were developed in 2012. Continuous, rapid growth of knowledge in science and a dynamic, changing world necessitate updates to these guidelines. As such, ASM formed a task force in the summer of 2022. The task force assessed the 2012 ASM Curriculum Guidelines considering advancements in technology, an understanding of an expanded role of microbes, and a broader scope addressing relevant social and environmental aspects of microbiology. Language in the updated guidelines was also modified to better include eukaryotic microbes, viruses, and other acellular microbes. The task force formed working groups, each aimed at revising specific sections of the 2012 ASM Curriculum Guidelines. The revisions to the ASM Curriculum Guidelines were reviewed by subject matter experts and education stakeholders. Feedback from this peer review was incorporated into the updated guidelines, and further comments were solicited from the ASM Conference of Undergraduate Educators (ASMCUE) attendees in November 2023 before these guidelines were finalized. In this article, we describe the rationale and development of updated ASM Curriculum Guidelines which identify foundational concepts that will serve to improve microbial literacy and that can be expanded upon to address more advanced and specialized topics.

Preparing Translators for the Age of Generative AI: Revising Educational Curricula to Prioritize Essential Skills in an AI-Dominated Landscape

The recent ability of machines to generate text and images that are fluent, coherent, and culturally nuanced is already causing major upheavals in the translation sector. Machine translation tools have exploded in number, sophistication, and quality, and the profession of human translator needs to adapt to work within this new environment and avoid being replaced by it. This paper examines the major changes that have taken place, and which could take place in the near future, and suggests ways of revising translator-training curricula to adapt to these challenges. This is essential at a time when the profession is undergoing profound changes and when all translators and future translators need to be prepared for new skills in the field of post-editing, machine-reading, machine-cultures and multidisciplinarity. After outlining the challenges that AI is causing to the profession and to the norms and values of the translation sector in its current state, the author suggests that translator training should adapt to the new reality of the profession and not to what it used to be. The profession is undergoing profound changes, and all translators and future translators need to find new skills and knowledge in order to continue to work with AI. The article concludes with recommendations on how to design AI-friendly translation programmes that can train students for the post-AI era.

An Experimental Study to Explore the Effectiveness of a 3D Maritime Serious Game Prototype: Maritime Leaders at Sea

This paper conducts a comprehensive experimental study designed to investigate the effectiveness of a maritime serious game called Maritime Leaders at Sea (ML@S). The 3D cutting-edge prototype targets to enhance leadership and teamwork skills of undergraduate maritime students via engaging them in immersive gameplay scenarios reflective of real-world challenges at sea. Competing the ML@S sessions, the number of 76 students were included in the feedback assessment survey to assess their perceptions and attitudes on the simulated environment. The feedback is also linked to the learning analytics perspective to involve time and scoring data of players through different levels at operational scenarios. Preliminary analyses reveal promising results, suggesting a positive correlation between participation in ML@S, feedbacks after sessions, and improvements in leadership and teamwork as key competencies. It is anticipated that this study will make significant contributions towards game developers, technology start-ups, educational institutions, and global shipping companies. The implications of the study offer valuable insights for the development of future serious games aimed at enhancing essential skills of maritime human resources in dynamic and high-stakes environments.

What’s Hot in Literacy: Misguided Trends in a Divided Field

ABSTRACT The annual What’s Hot in Literacy survey identifies current priorities in literacy education, highlighting the evolving landscape of the field. A panel of twenty-five literacy leaders participate in interviews to identify the most emphasized, least emphasized, and most deserving topics of increased attention. The 2024 findings highlight three topics as “extremely hot:” banned books, phonics/phonemic awareness, and the science of reading and structured literacy. There are also six topics found to be “very hot,” including artificial intelligence in literacy, cultural and linguistic diversity and literacy for multilingual learners, dyslexia and other specific learning disabilities, early literacy, high-quality instructional materials, and social justice/equity/anti-racism in literacy. Overall, the literacy field has received unprecedented focus this year, driven by legislative mandates in 38 states, policies on the science of reading, book banning, and discussions on essential early literacy skills for long-term academic and career success. This article examines the highlighted topics and the possibility that some of these are misguided trends. Additionally, it addresses the ongoing division within the literacy field, between advocates of content-focused and child-focused approaches to teaching and learning.

Distancing skills in remote work: narratives about HRD managers support organisations

Purpose This paper aims to identify the essential skills required by Human Resource Development (HRD) professionals to effectively respond to the various modes of labour organisation implemented due to the mandatory lockdown imposed by the Portuguese government in March 2020 as well as implications for learning and development (L&D) issues. Design/methodology/approach Data is based on 34 semi-structured interviews with HRD professionals from companies in different activity sectors. Findings The results reveal that the COVID-19 pandemic has brought out the development of socio-emotional skills among HRD professionals such as creativity, improvisation, self-exploration, innovation, collaboration, team spirit, resilience, flexibility, problem-solving, adaptability, priority management, emotional intelligence, social influence, social contact, interpersonal relationships, communication and online learning development. Research limitations/implications It will be interesting for future research to explore “what” and “how” HRD managers are planning, organising and implementing training and development plans to improve the skills of remote workers, which tend to grow in a post-pandemic COVID-19 phase. Practical implications This research emphasises the importance of HRD managers’ role in better coordinating the work of employees who are physically distant from the company. It also highlights the need for different skills required for effective digital HRD, support and monitoring of remote employees. The results provide important inputs to design and implement effective L&D programs for professionals working remotely and to reinforce the HRD role in organisations. Originality/value The research is original for twofold reasons: 1) HRD professionals are usually not trained to manage remote workers, which also means that they probably lack the skills to take the most out of remote working models; and 2) HRD professionals and the HRD function need to address the skills required to successfully implement flexible forms of work organisation as well as to implement adequate L&D policies to answer remote work practices.

Using TED talks to improve engineering students’ oral skills

This paper deals with the training of undergraduate engineering students and is interdisciplinary in nature. It brings together three distinct aspects of scientific dissemination: the content of an engineering degree; the oral transmission of this content following the effective TED talks model; and the use English as a medium of scientific transmission. The paper highlights the need for trainee Spanish engineers to be able to communicate their work to the public through oral presentations that are brief and entertaining, yet scientifically rigorous. The core of the study consists of an analysis of a particular TED talk that is relevant for a variety of engineering degrees. We conclude that while it is necessary for Spanish engineers to receive specific training at a professional level in oral communication skills, there is a close relationship between the mode of transmission and the subject specific content to be transmitted that needs to be considered carefully. Developing a mastery of English is important, but essential communication skills are the most crucial aspect, regardless of the language of communication.

Job roles for digital twinning building construction processes. Introducing the digital twin manager position

Digital Twins (DT) holds the potential to enhance management and monitoring in the construction sector by means of an interconnected information environment. Although DT theoretical frameworks have been proposed and numerous literature reviews conducted, real-world demo cases showing requirements and challenges are yet limited. These existing frameworks lack of grounded verification on real scenarios to identify essential roles and skills for effective knowledge transfer. This paper contributes to bridge these gaps by harvesting the knowledge of twinning a real-world office building. Key takeaways include a general mind map and two complementary workflows for DT generation and operation for building construction processes. The information pipeline from data collection to decision-making is described and required skills and roles are identified along this data journey. An identification of the emerging role of DT Managers is presented, a vital yet underexplored position in current construction literature. The presented practical roadmap paves the way for increasing maturity on DTs and for promoting their industry adoption.

Examining the Role of School Librarians in Teaching Young Children to Detect and Avoid Misinformation

This study investigates the imperative for implementing an informational literacy curriculum in K-5 school libraries to equip students with essential skills for detecting and avoiding misinformation. Using a mixed-methods approach, data were collected from 141 school librarians across the United States. Quantitative analysis revealed significant gaps in information literacy instruction frequency and resource availability. Qualitative analysis identified four overarching themes: Awareness, Identification, Resources, and Risks/Harm. Together these results highlight the pressing need for curriculum development in this area, emphasizing critical thinking skills through age-appropriate resources. The findings underscore the importance of advocating for dedicated instructional time and the creation of tailored teaching materials to empower students as discerning consumers and responsible citizens. This research contributes valuable insights to the fields of school libraries and information literacy, informing future initiatives aimed at enhancing students' ability to navigate the complexities of the digital age.

Preparing Graduate Registered Nurses for Independence in Aged Care.

Graduate registered nurses (RNs) start their careers working in a variety of clinical areas including aged care. However, they may not be fully prepared to work in aged care settings that often require them to work independently as the only RN on the premises. A list of essential clinical skills is crucial for supporting the development and effective transition of graduate nurses into aged care. To identify and rank a list of essential clinical skills for graduate RNs working in aged care settings on commencement of practice. An explanatory sequential mixed-methods design was applied and included a modified Delphi Study and semi-structured interviews. Five expert aged care RNs engaged in the three iterative Delphi rounds and five graduate aged care RNs were interviewed to confirm the clinical skills and ranking from their perspective. Quantitative data were presented through descriptive statistics. Qualitative data were analysed using thematic analysis. Thirty-six essential clinical skills for graduate RNs working in aged care settings were identified and ranked by the experienced aged care RNs. Graduate RNs supported this list of essential clinical skills on commencement and identified palliative care as an additional skill required by graduate RNs working in aged care. The derived essential skills offer aged care a guided approach to ensure that graduate RNs are work-ready, safe practitioners and supported to work independently. The study recommends the essential clinical skills for graduate nurses transitioning in their role as RNs in aged care that will support safe, quality clinical care.

Development of a Guided Inquiry-Scientific Laboratory (GISL) Based Health Chemistry Practicum Module

Chemistry practicum learning requires a comprehensive approach, which improves understanding of concepts and develops various essential skills needed in the professional and academic world. This research aims to develop a Guided Inquiry-Scientific Laboratory-based Health Chemistry module and conduct empirical feasibility tests. This module is designed with a guided inquiry approach integrated with scientific methods in laboratory activities. The practicum module was developed for second-grade vocational school students in health expertise with material covering colloids, hydrocarbons, polymers, biomolecules, and chemical separation. This development research uses the Borg and Gall model, which consists of planning, organizing, implementing, assessing, and analyzing data. This research was only carried out to the validation stage by material experts, media experts, peer reviewers, and reviewers (five Health Vocational School teachers). The assessment carried out by the reviewer includes eight assessment aspects with 30 assessment indicators. Data was collected through questionnaires, observations, and interviews. Data analysis was carried out descriptively, quantitatively, and qualitatively, guided by ideal assessment criteria to determine the quality of the practicum module. The research results show that the Guided Inquiry-Scientific Laboratory (GISL) based Health Chemistry practicum module that has been developed has a score of 132.52 with an ideal percentage of 88.3467% in the very good (SB) category. This indicates that this module is suitable for use in health chemistry practicum learning, and it is hoped that this research can be continued at the next stage.

O POTENCIAL DA INTELIGÊNCIA ARTIFICIAL NA APRENDIZAGEM EDUCATIVA

The use of artificial intelligence (AI) in education has emerged as a topic of growing importance as educational institutions seek to innovate and enhance their pedagogical practices. This study aims to explore how AI can reconfigure learning processes and transform traditional educational practices. In a context where personalized learning is vital, AI stands out as a powerful tool to meet the individual needs of students, promoting the development of essential 21st-century skills. The bibliometric analysis conducted reveals a significant increase in academic interest in the application of AI in education, especially in the last five years, indicating an awakening to technological possibilities. The main areas of investigation include personalized learning, intelligent tutoring systems, and educational data analysis, known as learning analytics, which allow real-time monitoring of student progress. AI offers immediate feedback, adapting to each student’s learning pace, improving academic performance, and reducing educational inequalities. However, for this transformation to occur effectively, it is crucial that educational institutions integrate these technological solutions into their pedagogical approaches. However, the research points to significant gaps, such as unequal access to AI technologies, limiting the democratization of benefits. The lack of infrastructure and specialized teacher training hinders effective implementation. Additionally, there is a shortage of studies focused on the development of socio-emotional skills. Therefore, research must advance in the search for new technologies, ensuring an equitable and enriching learning environment. The future of education, transformed by AI, promises to be a space where all students can thrive, developing skills to face the challenges of the 21st century.

The patient’s perspectives of safe and routine proactive deprescribing in primary care for older people living with polypharmacy: a qualitative study

BackgroundThe process of identifying and discontinuing medicines in instances in which harms outweigh benefits (deprescribing) can mitigate the negative consequences of problematic polypharmacy. This process should be conducted with a focus on the patient and involve collaborative decision-making. Evidence is needed regarding patients’ views on how deprescribing should be safely and routinely implemented in English primary care to improve its application. This study aimed to identify optimal methods of introducing and actioning deprescribing from the patient’s perspective.MethodsParticipants in England aged 65 and above who were taking five or more medicines and residing in their own homes were recruited through social media and service user groups. An interview guide was created from deprescribing literature and input from patients and the public, guided by the Normalisation Process Theory (NPT). The interviews were held online using Microsoft Teams® or via phone, recorded, and then transcribed. The data was analysed using the Framework analysis.ResultsTwenty patients (mean age of 74.5, SD = 6.93), with 75% being female, were enrolled in the study. Three main themes emerged: (1) ‘Why deprescribe now?’ emphasised the significance of explaining the reasons behind deprescribing; (2) ‘Monitoring and follow-up’ underscored the necessity of safety measures during deprescribing and patients’ willingness to self-monitor post-intervention; (3) ‘Roles and relationships’ explored patient perceptions of various healthcare professionals involved in deprescribing and the essential interpersonal skills for fostering therapeutic relationships.ConclusionOptimal methods of introducing deprescribing included communicating a convincing rationale for stopping medicines and preparing patients for deprescribing conversations. Patients required support from a range of healthcare professionals with whom they had an existing therapeutic relationship. Whilst patients were motivated to self-monitor unwanted/unexpected effects post-deprescribing, timely support was required. The nature of such bolstered collective action and cognitive participation within NPT enhances the normalisation potential of deprescribing. These findings highlight the significance of considering the content and process of deprescribing consultations to enhance normalisation and tackle problematic polypharmacy. This provides a deeper understanding of patients’ needs for implementing safe and routine deprescribing in primary care, which should be considered when designing medication review and deprescribing services.

Synchronous online learning and career readiness in higher education: student perceptions, challenges, and solutions

Synchronous Online Learning (SOL) environments have rapidly transformed the educational landscape. However, there is limited research on their efficacy in equipping students with the necessary skills to succeed in the workforce, particularly in developing essential professional skills like digital literacy, interpersonal communication, and practical experience. This study explores how SOL impacts students’ readiness for the workforce and the development of these critical skills. The research employed a qualitative methodology involving in-depth interviews with 27 third- and fourth-year students from a South African university. Purposive sampling was used to capture diverse experiences regarding SOL and its influence on professional skill development. Thematic analysis was performed to identify critical patterns and insights from the interviews. Findings reveal that SOL environments effectively enhance students’ technical skills and digital adaptability, essential for navigating a digital workforce. However, SOL is inadequate in developing interpersonal skills and providing practical, hands-on experiences. Students reported a lack of networking opportunities and expressed concerns about their preparedness for the demands of real-world employment, particularly in fields requiring strong interpersonal skills and practical experience. The study highlights the need for educational innovations that combine the benefits of digital learning with comprehensive skill development strategies, particularly in soft skills and experiential learning.

Integration of Local Potential in Science Learning to Improve 21st-Century Skills

Science learning that integrates local culture and wisdom is an important approach that is to continue to be developed in the current educational context. Along with the growing need for qualified and competitive human resources, adjustments in learning are crucial to prepare students with 21st-century skills. This research aims to evaluate how integrating local potential in science learning to improve 21st-century skills. The method used in this study is a Systematic Literature Review (SLR), with an analysis of 13 articles selected based on relevant research criteria and focus. The study results show that using learning media based on local potentials such as cultural traditions and natural resources has an important role in improving 21st-century skills, especially critical thinking and problem-solving skills. These findings underscore the importance of integrating local potential in science curricula to facilitate the development of essential skills in the modern era.

AVALIAÇÃO DE PROGRAMAS DE FORMAÇÃO DE PROFESSORES: CRITÉRIOS E IMPACTOS

Considering the incessant and turbulent social changes that permeate today's society, teacher training stands out as a vital path for updating and improving the professionals responsible for teaching and educating. Thus, the objective of teacher training is not limited to the discourses and epistemological bases that support teacher preparation but expands to foster a deep reflection on educational practice and equip professionals with the essential skills to align the profile of the citizen we educate with emerging social demands. Therefore, it becomes imperative to evaluate the results of training programs and actions aimed at teachers, to uncover the consequences of these initiatives and, thus, verify the real effectiveness of training programs aimed at teachers. In this scenario, the importance of evaluating training programs explodes in relevance, revealing itself as a crucial element in the incessant search for educational quality. This document aims to highlight, in a vibrant way, the urgent need to evaluate evaluation levels, identify the appropriate moments for each evaluation modality, and determine the instruments for collecting information. The analysis of the agents involved in this evaluation process will be addressed with intensity, highlighting how these aspects interconnect to create a robust and impactful feedback cycle, aiming to reveal the magnitude of the importance of continuous evaluation in improving teacher training and adapting to constantly changing social dynamics.

Integrating Local Wisdom with Project-Based Learning to Enhance 21st-Century Skills in the Society 5.0 Era

In the context of Society 5.0, education must equip students with essential 21st-century skills such as problem-solving, collaboration, and creativity. However, traditional teacher-centered methods often fail to develop these competencies effectively. To address this issue, we developed a Project-Based Learning Model integrated with local wisdom (PBLM-e) within the Merdeka Belajar framework. The PBLM-e model enhances critical thinking and problem-solving skills by embedding culturally relevant, real-world problems into the learning process. This study employed a mixed-method approach, combining Research & Development (R&D) and experimental design, with 116 junior high school students in Makassar, Indonesia. Pre- and post-tests assessed students’ problem-solving abilities across four key indicators: understanding the problem, devising a plan, executing the plan, and reflecting on the solution. Results showed significant improvements in all indicators, demonstrating the model’s effectiveness in fostering essential skills. The integration of local wisdom made learning more meaningful, connecting academic content with students’ cultural contexts. The PBLM-e model presents a practical approach to preparing students for the challenges of Society 5.0, and future research should explore its long-term impact and the potential for incorporating advanced technologies.