General Competence Research Articles

Instructional design of blended learning in higher education: an analytical review of international research

Relevance. The relevance of this study lies in the fact that in modern conditions the huge potential of constantly updated digital educational technologies is not sufficiently used in blended learning. Purpose. The purpose of the study was to rethink traditional learning in accordance with the requirements of digital time, to consider the possibilities and contradictions of online learning, as well as to study blended learning in more depth. Methodology. The research tasks involved analysing literature at the intersection of pedagogy, psychology, information technology, and technical sciences. Also, comparative analysis, modelling, and synthesis were used. As a research methodology, interdisciplinary, systemic, activity, synergetic approaches, project methods, and blended learning didactics were implemented, the results of the experiment were analyzed and its results were summarized, and the differentiation of digital resources in education was compared. Results. It was determined that a methodology for assessing the formation of general and professional competencies of students through blended learning can be achieved by creating tools for measuring expected competencies. The results of previous studies have revealed the lack of resources that can provide a link between online and offline learning, and the need to develop a blended learning design using digital communication in learning. The analysis of the process of transformation of education during the pandemic and after it revealed the lack of didactic and technological justification for blended learning. Conclusions. The study provides a comprehensive analysis of blended learning in the digital era, offering practical tools and highlighting areas for further development in educational practices. Keywords: blended learning; instructional design; digital communications; information technology; educational trends; new directions in learning; multimedia

Assessment of generic competences for foreign-language professional communication through applying the ADDIE model

Introduction. The paper aims to assess generic competencies for foreign-language professional communication formed through applying the ADDIE model. The goal of the study was to identify the way generic competencies are developed throughout the ESL course for veterinary students based on the authors’ implementation of the ADDIE model. Materials and Methods. The research was based on theoretical review of literature, comparative analysis of sources, terminological analysis, and investigation of teaching practices. The ADDIE method of instructional modeling was used as a fundamental research approach taken to designing a teaching aid and developing a training course, respectively. While testing, a sample of 59 first-year veterinary students and 5 lecturers of the Foreign Language Department at Omsk State Agrarian University were involved. In order to collect and study the research data, the authors applied the following evaluation methods: observation, survey and testing of students. The academic outcomes were evaluated by examining dynamics of foreign language communicative competence by expert teachers. The Wilcoxon T-test and Fisher test were used as mathematical statistics methods. Results. The authors applied the ADDIE instructional model to design a professional communication course in English for veterinary students based on competency-based approach. The materials were delivered during the 2022-23 academic year. The learning outcomes demonstrated by participants in the control and experimental groups proved the effectiveness of the author's teaching procedure in the formation of generic competencies for foreign language professional communication, the validity of which was confirmed using mathematical statistics methods. Conclusions. The proposed technology for designing a foreign language course based on the ADDIE model has demonstrated its effectiveness in the development of generic competencies for foreign-language professional communication, which was confirmed by more pronounced positive dynamics in the experimental group.

THE ROLE OF SELF-EDUCATION IN THE DEVELOPMENT OF SOCIAL SKILLS OF FUTURE SOCIAL WORKERS

The article reveals the essence of self-education and its importance in the development of social skills in future social workers. We interpret the «soft skills» of the future social worker as his universal, super-professional skills (general competences), which provide him with harmonious adaptation in society and successful career growth. It was determined that the development of the «soft skills» of the future social worker involves an integrative qualitative change in the following components: social-communicative and cognitive skills, personality traits and qualities, and his emotional intelligence.We consider the self-education of the future social worker as an educational activity managed by him, the final result of which is the qualitative transformation of his personality, which involves the acquisition of a new system of knowledge and the development of his abilities in the spectrum of achieving professional and social competence.It has been proven that the way to the systematic and planned development of «soft skills» in future social workers lies in the plane of their continuous self-education. It was concluded that self-education is correlated with the development of social skills «soft skills» in future social workers. The more active self-education, the more effective social skills. At the same time, well-developed social skills are an important condition for effective self-education. An important task of the institution of higher education is to help the future social worker learn to independently develop an individual plan of his own self-education and at the same time construct a personal portfolio of social skills development.

The formation of linguistic competence of future foreign language specialists by improving academic skills

The term academic skills in Western pedagogy combines ancient and traditionally competencies of academic reading, academic writing and general education, which include a wide range of components whose chain is constantly updated due to changing educational conditions. General academic competence includes academic oral presentation

The association between the years and modes of sports training and levels of moral competence across eleven sports

Background and Study Aim. Research on moral competency in sports is rare, and findings are inconsistent. These findings point to moral development as a multifaceted and complex process. This process is mediated by various life situations and dilemma choices. Sport can play a crucial role in this area with its often ‘role-taking’ experience and confrontations with personal moral standards. This study aimed to analyze the relationship of competency levels and sport experience across different sports. Material and Methods. A sample of university students in sport-related faculties (N = 947) was assessed with the use of Moral Competence test (MCT). The group was divided into 11 predetermined types of sports, training modes (amateur/professional), and indicated years of training practice. Results. The general moral competency level in the overall researched sample of students was low, but similar to their peer-age reference groups found in relevant literature. The findings indicated some differences in moral competency levels between amateurs and professionals. Amateurs showed a higher competency levels in five types of sports (non-invasion games, martial arts/fighting sports, aquatic boating sports). In contrast, professionals showed a higher competency level in dance sports. The only positive, moderate correlation between years of training and moral competency level was found with professional athletes in aquatic boating sports: the longer they trained, the higher their moral competency level was. Conclusions. These results offer new insight into the impact of sports on moral development and can act as a solid foundation for further in-depth research in this area.

Redefining Education in Sports Sciences: A Theoretical Study for Integrating Competency-Based Learning for Sustainable Employment in Spain

In the Spanish context, Sports Sciences education is evolving to emphasize competency-based learning, crucial for adapting to the dynamic global landscape and labor market. This opinion article highlights the shift towards integrating generic and specific competencies, essential for automation and artificial intelligence, aligning with Sustainable Development Goal (SDG) 8’s focus on sustainable economic growth and employment. Despite the recognized importance of these competencies for economic sustainability and job readiness, the literature on this framework, particularly within the context of physical activity and Sports Sciences in Spain, remains underexplored. This paper is structured to first address the current state of the problem, followed by a conceptualization of competencies, including types of competencies. It then analyzes professional competencies within the realm of Physical Activity and Sports Sciences in Spain, moving towards the implementation and evaluation of these competencies in the classroom setting. By bridging the gap between educational outcomes and market demands, this work calls for ongoing research and pedagogical innovation to equip future professionals with the necessary skills for success. This approach not only prepares students for the future labor market but also contributes to the broader economic and sustainable development goals envisioned by SDG 8.

Perceptions of on-the-job training in the light of empirical research

Aim: The aim of this paper is to present the results of an empirical study on workplace training, one of the tasks of human resource management, in which 80% of the survey sample works in law enforcement. Methodology: Completion of the questionnaire was voluntary and anonymous, and the questionnaire was 21-question survey to examine the confirmation or rejection of the hypotheses formulated in relation to the research objective. After the results were aggregated on a computer, the data were evaluated and analysed by statistical calculations. Findings: One of the key findings of the survey is that employees consider it very important to provide training in the workplace. In addition to vocational training, they consider it important to develop general competences, which they would like to see implemented several times a year, in an organised and planned way. For 43% of respondents, training is something that employees find out about by chance, when they find out what training the organisation organises in a given year. For only 20% of the sample, they are informed about the training and asked about the training they would like to attend, involving them in the choice. More than half of the respondents, 57%, would be happy to attend a non-professional training course given by a trainer from an external training organisation, and a further 26% would prefer to receive training from an external professional rather than from their own organisation. More than half of the respondents, 55%, believe that HR professionals could do more in this area in terms of training development in their workplace. 22% responded that HR staff could do much more in terms of training and training development. Value: The value of the study lies in the feedback from real employees, who provided insights into the practice of on-the-job training, obtained through empirical research. Finding, maintaining and retaining human resources is an increasingly challenging task for all human resources professionals, in both the public and business sectors. If employee feedback is taken into account by the organisation’s management, methods to promote retention, beyond financial recognition, can be identified through joint cooperation. On-the-job training helps individuals to develop and realise themselves, which, if it can meet the organisation’s strategy and objectives, can increase the effectiveness and efficiency of the organisation as a long-term workforce.

Understanding the Solution-Making Ability of Senior High School Students in Solving Photosynthesis Problems

This study further explains the errors made by senior high school students when trying to solve photosynthesis problems. The method used in this research is descriptive qualitative, involving a sample of four senior high school students. The study results will be discussed with Polya's problem-solving procedure, which includes understanding, planning, execution, and checking. Errors at the comprehension stage are in understanding the relationship between photons and photosynthetic light reactions and in drawing genealogies. Errors in the planning stage, in making wrong assumptions or inaccuracies in interpreting those derived from the understanding stage. In addition, this study found errors in identifying chemical reactions in photosynthesis and errors in mathematical reasoning competence. The conclusion of this study shows the failure in making photosynthesis problem-solving solutions due to the interaction between the problem-solving phase and the student's general competence.

A systematic approach at the development and assessment of functional literacy of the students of professional educational organizations: regional aspect

Functional literacy as a pedagogical category is considered in the context of its development in the system of secondary vocational education. It is known that for the successful development of the personal characteristics of students, the teacher needs a deep understanding of its essence and context. In this article, a description of the process of development and evaluation of functional literacy of students of professional educational organizations is presented, based on a systematic approach, which is considered as a methodological basis for the development and functioning of the process of developing functional literacy among students of vocational schools. The experience of professional development of vocational education teachers for the implementation of a systematic approach is also presented. The emphasis is on the development of general professional competencies, which are based on the key components of functional literacy and are related to the characteristics of the future activities of students of secondary vocational education. The content of the educational community work in the Samara region in the field of functional literacy at the secondary school level, described by the author, reflects the stages of the process, regional specifics, features of the professional development of secondary school teachers and the implementation of the principles of a systematic approach (integrity, hierarchy, planning, dynamism, adaptability and structuring) in the formation and assessment of functional literacy of students of professional educational organizations.

Competências gerais, específicas e dificuldades para a atuação dos farmacêuticos como preceptores: revisão integrativa

The present study aimed aimed at describing and analyzing the general and specific skills and difficulties for pharmacists to act as preceptors. To this end, a literature review was carried out in the electronic databases PubMed, Web of Science, Embase and Scopus, for articles published on general and specific competencies of pharmaceutical preceptors. The initial search identified 355 articles and 14 using articles published met the inclusion criteria. The main general competencies were found to be: communication skills, knowledge, problem solving, development of critical thinking and professionalism; as specific: feedback, interpersonal relationships, activities based on student needs, planning, shared expectations and leadership; and the main difficulties were seen as: need for greater qualification of preceptors and lack of time to carry out preceptorship activities. Knowledge of these skills and difficulties can contribute to a better workforce in academic and experiential pharmacy education.

Strengthening Generic Skills in Undergraduate Students in Physical Education. Perception of University Professors

Purpose: Demonstrate the effectiveness of the proposal for strengthening generic and specific competencies, which are evaluated in the Saber Pro tests in students of the Bachelor's program in Physical Education at a Colombian university, through the perception of participating teachers. said proposal. Methodology: A qualitative methodology was implemented, with the purpose of trying to understand the reality and behaviors of individuals who belong to a certain social context (Vílchez, 2022), in addition to understanding and identifying various characteristics associated with the qualities and descriptions of a social phenomenon without resorting to the collection of specific numerical data (Morenos, 2021). Results and Conclusions: They indicate the development of innovative teaching strategies in academic spaces in order to strengthen competencies. Likewise, it demonstrates the viability of the proposal in relation to the teaching strategies that make a theoretical and practical approach, since they adjust to the focus and thematic contents of the subjects, therefore, they facilitate the assimilation and appropriation of the knowledge that requires a future graduate, thus concluding the need to incorporate innovative tools that promote the appropriation of knowledge to train better professionals in the area of Physical Education. Implications: This research provides implications for educational and government policy to continue to strengthen standardized testing policies in higher education. Originality/value: This research offers novelty by glimpsing the impact of the formation of the pedagogical model in higher education.

AN ANALYSIS OF THE CURRICULUM “FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES” IN THE CONTEXT OF EDUCATIONAL PROGRAMME “STATE BORDER SECURITY” OF MASTER’S DEGREE

Peculiarities and objectives of the Educational programme “State Border Security” for the second (Master’s) level of higher education have been analysed. Theoretical content of the subject area, methods, techniques and technologies which include general and specific methods of military science, information and communication technologies and techniques, methods and techniques for ensuring the security of the state border have been studied. Tools and equipment, teaching and training consisting of problem-oriented and contextual learning, activity and competence-oriented technologies, practical performance of training and combat tasks, practical training and daily activities have been specified.Assessment that is divided into forms of control and assessment of educational achievements were investigated.We studied program competences (Integral competence, General competencies and Special (professional, subject) competencies) and Program learning outcomes. Educational programme components were specified, namely Curriculum “Foreign language for professional purposes” was described with the aim to show how students’ professional communicative competence in English, which involves the study of such aspects of language as speaking, reading, translating, listening and writing is forming.Content of the discipline, planned educational activities, forms (methods) of study were investigated, including Bloom’s taxonomy levels (knowledge, comprehending, application, analysis, synthesis and assessment).Five-stage lesson plan (introduction, input, practice, production and conclusion) and credit tasks were described.

Comparative analysis of the national curriculum guidelines for the dentistry courses in 2002 and 2021

Introduction: faced with the challenge of training dental surgeons who are fit for the job market, especially the Unified Health System, the National Curriculum Guidelines were established in 2002 with the aim of organizing the curricula of undergraduate dentistry courses, which were updated in 2021.
 Objective: a comparative analysis of the 2002 and 2021 National Curriculum Guidelines for dentistry courses, verifying their proposals’ theoretical and practical similarities and differences.
 Methods: this is a qualitative, descriptive, and exploratory study, using documentary analysis of these guidelines.
 Results: from the documentary analysis, six analytical categories were identified: Profile of the graduate; General and specific competencies; Contents for the training of the dental surgeon; Supervised curricular internship and course completion work; Pedagogical project and curricular organization; and Assessment. The 2021 National Curriculum Guidelines is more detailed and complete than the 2002 and strengthens mechanisms for improving and adapting dentistry courses in Brazil.
 Conclusion: progress has been made with the inclusion of aspects such as permanent training for teachers, humanization in relationships, interprofessional and entrepreneurship, with the aim of providing training that meets the health needs of the Brazilian population.

Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies

Motivated by a holistic understanding of AI literacy, this work presents an interdisciplinary effort to make AI literacy measurable in a comprehensive way, considering generic and domain-specific AI literacy as well as AI ethics. While many AI literacy assessment tools have been developed in the last 2-3 years, mostly in the form of self-assessment scales and less frequently as knowledge-based assessments, previous approaches only accounted for one specific area of a comprehensive understanding of AI competence, namely cognitive aspects within generic AI literacy. Considering the demand for AI literacy development for different professional domains and reflecting on the concept of competence in a way that goes beyond mere cognitive aspects of conceptual knowledge, there is an urgent need for assessment methods that capture domain-specific AI literacy on each of the three competence dimensions of cognition, behavior, and attitude. In addition, competencies for AI ethics are becoming more apparent, which further calls for a comprehensive assessment of AI literacy for this very matter. This conceptual paper aims to provide a foundation upon which future AI literacy assessment instruments can be built and provides insights into what a framework for item development might look like that addresses both generic and domain-specific aspects of AI literacy as well as AI ethics literacy, and measures more than just knowledge-related aspects based on a holistic approach.

Atención farmacéutica en enfermedades respiratorias: situación y oportunidades de la farmacia hospitalaria en España

ObjectiveRespiratory diseases present a challenge for the healthcare system due to their prevalence and clinical impact. The aim of this study was to explore the current situation of hospital pharmacy in the field of respiratory diseases. MethodObservational, cross-sectional study, with a national scope, divided into 2 parts. In an initial phase, the activity and level of pharmaceutical care in respiratory diseases was evaluated through an online questionnaire using REDCap. The survey was addressed to department chiefs and consisted of 17 items, divided into 2 modules: general data and general activity. The second phase was open to hospital pharmacists, with the aim of exploring their opinion on care, training, and improvement needs. The number of items in this phase was 19, divided into 5 modules: general data, pharmaceutical care, competencies, training and degree of satisfaction. ResultsIn the first phase, 23 hospitals were included. Most of them (n=20) had a pharmacist in charge of respiratory diseases. However, a large proportion of them dedicated less than 40% of their working day to this activity. The pharmacist's activity occurred at the level of external patients (n=20), hospitalized patients (n=16), and secondarily in management (n=8). Integration is greater in pathologies such as asthma, IPF, pulmonary hypertension, and bronchiectasis. Participation in committees was present in 15 hospitals, with variability in pathologies and degree of involvement. In the second phase, 164 pharmacists participated, who considered pharmaceutical care in cystic fibrosis, asthma and lung transplant as a priority. Fifty-one percent considered integration to be adequate and 91% considered it necessary to implement prioritization criteria. Professional competencies ranged from 6.5-6.9 out of 10 points. Only 45% of participants had received specific training in the last four years, indicating greater priority for asthma, pulmonary hypertension and IPF. ConclusionsMost centers have pharmacists specialized in respiratory diseases. However, there is room for improvement in terms of sub specialization, participation in multidisciplinary committees, implementation of prioritization criteria, diversification in pathologies treated, as well as greater specific training in this area.

The relation between number line performance and mathematics outcomes: Two meta-analyses.

Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be overestimated because general cognitive ability has not been fully controlled in prior studies. The first of two meta-analyses (162 studies, 33,101 participants) confirmed a relation between performance on whole number (r = 0.33) and fractions number (r = 0.41) lines and overall mathematics performance. These relations were generally consistent across content domains (e.g., algebra and computation) and other moderators. The second (71 studies, 14,543 participants) used meta-analytic structural equation modeling to confirm these relations while controlling general cognitive ability (defined by IQ and working memory measures) and, in one analysis, general mathematics competence. The relation between number line performance and general mathematics competence remained significant but reduced (β = 0.13). Controlling general cognitive ability, whole number line performance consistently predicted competence with fractions but not performance on numeracy or computations measures. The results suggest an understanding of the magnitudes represented by whole numbers might be particularly important for students' fractions learning. RESEARCH HIGHLIGHTS: Two meta-analyses examined the link between the number line and mathematics performance. The first revealed significant relations across domains (e.g., algebra and computation). The second controlled for general cognitive ability and resulted in reduced but still significant relations. The relation between number line and fractions performance was stronger than relations to other domains.

Peer Critiquing in Scientific Inquiry: Enhancing Preservice Teachers' Reasoning, Epistemic Knowledge, and Scientific Argumentation through Innovative Teaching Strategies in an Undergraduate Science Content Course

The study explored the impact of peer critiquing on preservice teachers' understanding of the nature of science, scientific inquiry, and argumentation in an undergraduate science content course. The aim was to investigate innovative teaching strategies that enhance preservice teachers' comprehension of these key aspects. This study showcased implementing these strategies in which the preservice teachers actively critique and evaluate each other's work, fostering a culture of constructive feedback and reflection. Data were collected from 38 preservice teachers from three data sources that included a group argumentation of an assigned environment scenario of the endangered species, a peer critique of a video presentation of the scientific explanation of an individual environmental science topic, and finally a peer critique on someone else’s scientific inquiry study that could either be observational or experimental. To achieve this goal, we used the class activities to incorporate new ideas within the classroom by documenting the preservice teachers’ practices as they reflect upon their peers’ practices. While video critiques indicated a general competency, there was a need for further development in analyzing scientific concepts. The final class critiquing session demonstrated preservice teachers' self-awareness and understanding of the importance of relevant research in scientific inquiry. Peer critiquing activities positively impacted preservice teachers' reasoning skills, as evidenced by their ability to construct well-reasoned arguments and analyze empirical evidence. By examining preservice teachers' experiences and outcomes, we seek to provide valuable insights and recommendations for educators striving to enhance preservice teachers' understanding of the nature of science and scientific inquiry through peer critiquing.

General jurisdiction of courts to resolve cases resulting from legal labor relations

This article analyzes the regulations regarding the general competence of the courts to resolve labor disputes. The way of delimiting the powers of the courts from other jurisdictional bodies when solving these civil cases was highlighted. In particular, these regulations were researched both for the examination of individual labor disputes and for the resolution of collective labor conflicts. The problem existing in the judicial practice regarding the delimitation of the powers of the jurisdictional bodies in the settlement of civil cases resulting from legal employment relations was highlighted. In order to improve the regulations in this field, proposals were submitted to supplement and modify the legislative framework.

Formation of Professional Training of Future Chemistry Teachers in the Discipline 'Analytical Chemistry'

Today, the results of training in universities that train chemistry teachers are determined on the basis of the first level of Dublin descriptors for undergraduate studies and are reflected through specific competencies. Therefore, the results of training are formed at all levels of the educational program (EP) that trains chemistry teachers, that is, at the level of a separate discipline, module. High-quality organization of the content of basic disciplines is of particular importance for future chemistry specialists to achieve special competencies. In this regard, the presented article focuses on the methodological aspects of teaching chemical disciplines that contribute to the formation of a broad worldview, a high culture of thinking, an educated person in the training of chemistry specialists at the International Kazakh-Turkish university named after Khoja Ahmed Yasawi. The purpose of our research work is a comprehensive analysis of the components of the professional competencies of the Analytical Chemistry course and preparing for future professional activity by creating a methodology that forms the general and professional competencies of the future chemistry teacher. Therefore, as the object of research work, the course “Analytical Chemistry” is taken as a basis. Features, meaningful and effective opportunities for general and professional competencies are provided, which are analyzed for its content, the place and significance of the subject in the chemical education system is determined, and is also formed when teaching other chemical disciplines. The course of the study of the problem of organizing the education system with a focus on the principles of competence was organized in the field of control, data collection, analysis of statistical data, their generalization, oral and written requests. From the results obtained, it follows that in the formation of fundamental chemical-analytical knowledge and professional motivational and value relationships among students, the presence of various tasks focused on effective teaching methods and competencies is of great importance.

АРАЛЫКТАН ОКУТУУДА МАГИСТРАНТТАРДЫН САНАРИП КӨНДҮМДӨРҮН КАЛЫПТАНДЫРУУ

The article discusses the pedagogical conditions for the formation of digital skills during distance learning based on competency-based training for master students in the field of “Physical Culture and Sports”. The widespread using the interactive methods of professionally oriented teaching is one of the successful pedagogical conditions for motivation for education related to the formation of digital skills of master students in the field of “Physical Education and Sports”. The formation of general professional competence of master students occurs through distance learning using the platforms Google education, ZOOM conferences, Cisco Webex, the author's YouTube channel, Google Meet, which are included in the learning process. The developed cycle is presented on the author's YouTube channel video lessons in three areas based on innovative technologies. The results of a survey among undergraduates and teachers of CIS countries’ universities to determine the level of development of digital skills in working on information platforms are presented. The developed distance learning technology, a model for the formation of digital skills, a methodological system of exercises and manuals for developing the communicative competence of master students are presented.