General Competence Research Articles

Library Professionology in Masters of Library and Information Science Training: Methodological Approaches to the Development of the Thematic Structure

The article deals with current issues of theory and methodology of library and information education. Its purpose is to substantiate the expediency of forming the thematic structure of the course “Library Professionology”, based on generalization of scientific ideas about the subject of library professionology as the library science discipline. The publication analyzes the methodological approaches of specialists from the leading universities of culture (Moscow State Institute of Culture, Belarusian State University of Culture and Arts, East-Siberian State Institute of Culture) to the construction of the content of one of the special academic disciplines – “Library Professionology”, – which is included in the curriculum for training Masters of Library and Information Activity.The author proposes one of the variants of the structural and logical model of the course “Library Professionology” – the complex theoretical and applied discipline that covers a wide range of problems related to the place and role of the library profession in the society. Mastering the essence and content of the library professionology by the Master students necessitates the acquisition of various professional competencies, with the general pedagogical competencies being the most significant among them. For this reason, the central place in the course should belong to the study of issues related to professional education – from history to current problems of organizing the library professionals training, content, methods and forms of training at the present stage.

Взаимосвязь инновационных и классических методик профессиональной направленности обучения физике в техническом вузе

The introduction of two forms of conducting a laboratory workshop in physics for students for engineering and technology studies in the sphere of marine heat and power engineering, electrical equipment and automation means is considered to the process of studying at the Federal State Budget Educational Institution of Higher Education “Astrakhan State Technical University”. The possibility of developing students' working skills in natural conditions with industrial devices and an engineering approach taking into account the multifactorial conditions of the experiment as an independent work in the framework of the workshop of technical creativity Applied Physics organized at the Department of General Engineering Disciplines and Ground Transport is shown. The formation of the professional orientation of interdisciplinary connections of students of the specialty Thermal Power Engineering and Heat Engineering is illustrated by the example of the development of the laboratory work Determination of the specific heat capacity of metals. The advantages of virtual laboratory work and the possibility of their use on the educational portal of the “Astrakhan State Technical University”, built on the Moodle virtual learning environment, are examined. An example of creating a virtual laboratory work Studying the law of conservation of momentum is considered. It is theoretically proved that the introduction of these types of work into the educational process in physics contributes to the optimally effective formation of general professional competencies and the professional orientation of students' education. The importance of introducing these types of laboratory work into the educational process of physics at the university for the development of students' analytical abilities, creativity and innovation, which is a prerequisite for studying of modern engineers in demand in the labor market in a rapidly changing world, is shown.

МОВЛЕННЄВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

Relevance: The prioritization of developing speech competence in future teachers of vocational education is necessitated by the need to equip learners with competencies for lifelong learning, aligning with the qualification requirements of higher education graduates amidst the reforms in the national higher education system and its integration into the European space. Objective: To substantiate the importance of speech competence as a component of professional training for future teachers of vocational education in higher education institutions. Methods: Analysis, synthesis, and generalization of scientific works and legislative and regulatory documents were used for the theoretical analysis of key concepts of the study, defining the term "speech competence as a component of professional training for future vocational education teachers"; comparison was employed to identify approaches to solving the researched problem; generalization and systematization were used to formulate conclusions and prospects for further research. Results: Analysis of scientific works revealed that the speech competence of future vocational education teachers develops through the integration of the main tenets of linguistic sciences, psychology, and pedagogy. It is hierarchically subordinated to the principles of implementing a competence-based approach in the education system and integrates into the system of key (general) competencies as a distinct component. Speech competence, as defined in the Standard of Higher Education at the Bachelor's level, field of study 01 – "Education / Pedagogy", specialty 015 – "Professional Education (by specializations)" and in educational-professional programs, is determined by specific learning outcomes, mastery of which provides the ability to obtain an educational qualification. The level of speech competence within the system of general competencies for lifelong learning is a guarantee for the systemic further personal and professional development of a vocational education teacher according to the standards and socio-cultural trends. Conclusions: Innovative and European integration development of educational systems, current scientific research in pedagogy and psychology, technological changes, and the digitalization of society require a systemic update of educational content components to effectively develop the speech competence of future vocational education teachers and to ensure their ability to organize and conduct pedagogical activities effectively.

LINGUODIDACTIC PRINCIPLES OF DEVELOPING PROFESSIONAL COMPETENCE FOR SIMULTANEOUS INTERPRETATION TEACHERS

This article identifies and describes the language teaching principles for the formation of professional competence in simultaneous interpretation teachers. An analysis of domestic and foreign theoretical and practical research reveals that the problem of developing professional competence for simultaneous interpretation teachers, despite its undeniable significance, is still in the early stages of study. In the scientific, pedagogical, and translation discourses, the search for effective solutions has only just begun. Determining the linguodidactic principles of preparing translation teachers in general and forming their professional competence provides the basis for a comprehensive study of this complex issue. It is established that the professional competence of a translation teacher is an integrative characteristic of personality, which presupposes the formation of a complex of necessary competencies for effective pedagogical and translation activities, including various components of pedagogy and translation, and pedagogical communication within the framework of intercultural communication. The professional competence of a simultaneous interpreter is a complex formation that includes both general translation competencies, reflecting the main functions of translation activities, and specific competencies necessary for oral interpretation, including the simultaneous one (as readiness and ability to perceive and understand the oral speech of communicators from different cultures, to transmit it by the communication situation, genre, style, and register; ability to immerse oneself in situations of interlingual and intercultural interaction; ability to activate necessary competencies for translation and teaching activities; readiness for enriching communicative experience while mobilizing already developed skills and abilities; capacity for reflection and self-reflection). Linguodidactic principles of developing professional competence for simultaneous interpretation teachers are defined, taking into account the interdisciplinary nature of this process, namely: pedagogical, translation studies, linguistic, and psychological principles, without which it is impossible to organize the training process for future specialists qualitatively.

Development of a training program prototype to enhance implementation leadership competencies and behaviours of Chinese unit nurse managers: a qualitative descriptive study

BackgroundUnit nurse managers hold essential positions that can facilitate implementation of evidence-based practice. Studies showed that nurse managers in China lacked competencies and behaviours necessary to lead evidence-based practice implementation. The aim of the current study was to develop a context-fit training program prototype to enhance leadership competencies and behaviours regarding evidence-based practice implementation of Chinese unit nurse managers.MethodWe used a descriptive qualitative study design and followed the integrated knowledge translation approach to co-develop the prototype in a tertiary hospital in Changsha, China. Seven nurse managers from the participated hospital and a researcher co-developed the prototype based on the Ottawa Model of Implementation Leadership (O-MILe). The development process encompassed four phases from November 2021 to March 2022 that involved group discussions (n = 4) and individual interviews (n = 21). All data were analysed by two independent researchers using the thematic analysis method.ResultsManagers agreed that all O-MILe behaviours were important to evidence-based practice implementation, and only minor modifications were needed for clarification and adaptation. The actions managers identified that could operationalize the leadership behaviours were related to current clinical practices, evidence-based practice, nurses, patients, interprofessional staff members, incentives and resources, organization and external entities. Three types of general competencies related to evidence-based practice, professional nursing, and implementation leadership were identified. Multimodal activities such as lectures, experience sharing, group discussions, plan development and coaching were suggested to deliver the training program.ConclusionsAll O-MILe leadership behaviours were perceived as essential for unit nurse managers to lead EBP implementation in the hospital context in China. We identified the leadership actions and the competencies required for nursing managers to implement EBP in China. Further studies are required to evaluate the acceptability and impact of this prototype. Further studies with large sample sizes across various clinical settings are needed to facilitate the generalization of the findings and gain an in-depth understanding of the program.

Developing a competency model for Chinese general practitioners: a mixed-methods study.

The Chinese government has formulated a series of policies and strengthened training of general practitioners (GPs) to support their role as "gatekeepers" of residents' health. This study aimed to explore the core competencies of Chinese GPs and develop a competency framework in line with China's actual conditions, which can provide a more scientific basis for the education, training, and evaluation of GPs. Literature analysis and behaviour event interviews were conducted to build the competency dictionary and the initial version of the competency model. Two rounds of Delphi were performed to gain consensus on the final model. The questionnaire survey was carried out in 10 provinces (municipalities, autonomous regions) of China, and GPs were invited to score the importance of each competency item. The total sample was randomly divided into two groups. One group was for exploratory factor analysis (EFA), and the other was for confirmatory factor analysis (CFA) to examine the scale's reliability and validity. The dictionary of general practitioners' competency including 107 competency items was constructed. After two rounds of Delphi, a consensus was reached on 60 competencies in 6 domains. A total of 1917 valid questionnaires were obtained in the nationwide survey. The average importance score of all second-level indicators is 4.53 ± 0.45. The Cronbach's α coefficient is 0.984. The results of the five factors extracted by EFA showing the 68.16% cumulative explained variance variation is considered to be consistent with the six dimensions obtained by Delphi after thorough discussion. The model fitness indexes obtained by CFA were acceptable (χ2/df = 4.909, CFI = 0.869, NFI = 0.841, RMSEA = 0.065). The values of the composite reliability (CR) of the six dimensions were all greater than 0.7 (0.943, 0.927, 0.937, 0.927, 0.943, 0.950), and the average of variance extracted (AVE) were all greater than 0.5 (0.562, 0.613, 0.649, 0.563, 0.626, 0.635). The results showed that the model has good reliability and validity. A competency model for GPs suited to China has been developed, which may offer guidance for future training and medical licensing examinations of GPs.

Palliative care education: a nationwide qualitative study of emergency medicine residency program directors in the United Arab Emirates

BackgroundEmergency medicine (EM) physicians routinely care for patients with serious life-limiting illnesses. Educating EM residents to have general skills and competencies in palliative medicine is a global priority. The purpose of this study was to describe the current status of palliative and end-of-life education in EM residency programs in the United Arab Emirates (UAE) and to identify barriers and opportunities to inculcating palliative care (PC) instruction into EM training in a non-Western setting.MethodsUsing the American College of Emergency Medicine’s milestones for Hospice and Palliative Medicine for Emergency Medicine as a question guide, semi-structured interviews were conducted with program directors of all 7 EM residency programs in the UAE from January through July 2023. Qualitative content analysis was conducted to identify recurring themes.ResultsAll program directors agreed that PC knowledge and skills are essential components of training for EM residents but have had variable success in implementing a structured PC curriculum. Six themes emerged, namely the educational curriculum, PC policies and practices, comprehensive PC services, cultural and religious barriers to PC, EM scope of practice, and supporting residents after patient death.ConclusionUAE national EM residency curriculum development is evolving with an emphasis on developing a structured PC curriculum. As EM residencies implement policies and programs to improve care for patients and families dealing with serious illness, future studies are needed to assess the impact of these initiatives on patient quality of life and physician well-being.

Retrospective of the Emergence and Development of Departmental Procedural Control as an Element of the Mechanism for Correcting Investigative Errors. Case Study of the Activities of Revolutionary Tribunals in 1917–1922

Development in 1960–1990 of departmental procedural control as the theory of criminal procedure understand it now would have been impossible without the tribunal justice in 1917–1922. The use of the historical legal method made it possible to analyze the dynamics of the functions of revolutionary tribunals with general competence, to study their relationships with emergency commissions and other bodies of inquiry and preliminary investigation. The results of the study showed that in 1917–1922 the tribunals not only administered justice for the most serious crimes, but also performed the function of identifying investigative errors, for which they were endowed with the appropriate procedural powers. The author draws conclusions about the degree of effectiveness of the implementation of these powers in the conditions of permanent reform of tribunal justice based on a study of statistical data from the mentioned period. An analysis of the normative legal acts that regulated the activities of revolutionary tribunals allows us to say that in 1917–1922 departmental procedural control was not differentiated and its development was inseparable from the evolution of judicial and departmental control, and later — prosecutorial supervision.

Abstract PR003: T cell receptor repertoire and diversity are prognostic markers in bladder cancer

Abstract T cells represent essential effector cells in the intrinsic antitumor immune response. Cancer-specific T cells can recognize cancer neoantigens through their T cell receptors (TCRs). The expansion of these clones is believed to be an early response to malignancy. We hypothesized that the T cell landscape offers insights into immune competency. We aimed to characterize the TCR repertoire in patients with bladder cancer and explore correlations with disease outcomes. We analyzed the TCR landscape in a cohort of 119 patients with muscle-invasive bladder cancer (MIBC) treated with chemotherapy followed by radical cystectomy. Peripheral and tumor TCR repertoires were produced using ultradeep amplicon-based sequencing of the TCR beta chain. T cell fractions were inferred from whole exome sequencing data of blood DNA using TcellExTRECT. Latent viral DNA was investigated in plasma whole genome sequencing data using Kraken2. Antigen targets were estimated using GLIPH2. The T cell subtype compositions in tumor and blood were investigated in four patients with bladder cancer using the Chromium Single Cell Immune profiling kit from 10X Genomics. Low pre-treatment peripheral TCR diversity was associated with worse overall survival (HR = 2.3, p = 0.024, n = 119) in patients with MIBC, particularly when combined with a low fraction of circulating T cells (HR= 4.7, p = 0.00049, n = 67). We validated these findings in two independent cohorts of patients with MIBC (p = 0.01, n = 107; p = 0.042, n = 79). The low-diversity TCR repertoires were characterized by large expanded T cell clones that persisted over time. Longitudinal analysis indicated a potential adverse impact of treatment, evidenced by a reduction in TCR diversity and circulating T cells over time in patients with initially high-diversity repertoires. TCR target annotation revealed that expanded T cell clones disproportionately targeted latent viral infections and cytomegalovirus DNA detection was strongly associated with low TCR diversity (p = 5.3 × 10−5). We observed a notable disparity between tumor and peripheral blood TCR repertoires. Single-cell sequencing revealed that regulatory T cells were prevalent in the tumor, whereas a combination of cytotoxic and naïve T cells dominated the blood. More explicitly, expanded clones in the blood were commonly annotated as terminally differentiated effector memory T cells expressing high levels of cytotoxic and exhausted genes. Our results suggest that high peripheral TCR diversity and high T cell fraction are markers of general immune competence, reflecting the ability to eradicate cancer and other diseases. In contrast, the expanded persistent clones predominating the low peripheral TCR diversity repertoires are likely exhausted and less likely to exhibit tumor specificity or effective disease-fighting capabilities. Our findings underline the crucial role of the immune system in determining disease outcomes and highlight the potential for improving immune health as a promising approach for future treatment and prevention. Citation Format: Nanna Kristjánsdóttir, Asbjørn Kjær, Iver Nordentoft, Randi I Juul, Karin Birkenkamp-Demtröder, Johanne Ahrenfeldt, Trine Strandgaard, Deema Radif, Darren Hodgson, Christopher Abbosh, Hugo JWL Aerts, Mads Agerbæk, Jørgen B Jensen, Nicolai J. Birkbak, Lars Dyrskjøt. T cell receptor repertoire and diversity are prognostic markers in bladder cancer [abstract]. In: Proceedings of the AACR Special Conference on Bladder Cancer: Transforming the Field; 2024 May 17-20; Charlotte, NC. Philadelphia (PA): AACR; Clin Cancer Res 2024;30(10_Suppl):Abstract nr PR003.

INTEGRATION OF EDUCATIONAL AND SCIENTIFIC RESEARCH ACTIVITIES IN THE PROCESS OF FORMING THE COMPETITIVENESS OF FUTURE TEACHERS

The effectiveness of forming the competitiveness of future teachers is ensured through the integration of educational and scientific research activities of students, embedded in the content of professional training. The article's purpose: to characterise the peculiarities of the integration of educational-scientific research activities in the process of forming the competitiveness of future teachers in higher education. Research methods: analysis and synthesis, comparison, systematization (to clarify key research concepts), and generalization (to form authors` conclusions). The concept of a teacher's competitiveness is considered as an integrative professionally significant quality of a specialist, which ensures the demand in the teaching labor market due to the realization of competitive advantages that reflect a high level of formation of general cultural and professional competencies and personal characteristics. The components of a teacher's competitiveness are: fundamental professional training, motivation for professional activity, positive value and moral attitudes of an individual, communication skills, organizational and leadership skills, the ability to work in a team, mobility, perseverance, initiative, responsibility, the presence of creative potential, innovative competence, purposefulness, the ability to plan a professional and life career, orientation towards self-development, self-improvement and self-realization, stress resistance, the ability to overcome difficulties, the desire for success, etc. The effectiveness of future teachers competitiveness formation is ensured through the integration of educational-scientific research activities, provided by the principles: unification and coordination of the efforts and interests of scientists and departments of the university with all interested persons and scientific structures; ensuring cathedral autonomy; formation of a connection between scientific and research activities with the future profession and requests of real practice; expansion of international cooperation.

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

DEVELOPMENT OF DESIGN COMPETENCIES OF FUTURE CIVIL ENGINEERS AS A SUBJECT OF PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

The article analyzes scientific sources on the problem of developing project competencies of future civil engineers. Methods of research applied: the study of scientific research on the development of project competencies ‒ to identify the spectrum and interdisciplinary nature of the problem; abstraction, systematization and grouping ‒ to identify approaches to studying the problem of development of project competencies of future civil engineers and its relevance; theoretical analysis and generalization of data from scientific and methodological literature regarding the study of the scientific fund; inductive-deductive methods and the method of generalization ‒ to determine the essence of concepts regarding the competence approach and the structure of project competencies of future civil engineers; prognostic - to determine the prospects of studying a given problem; generalization - to formulate conclusions. The issue of the development of project competencies is multifaceted, in particular, there were determined directions of analysis of bibliographic sources, including the influence of global trends on the development of engineering education and the formation of general cultural and professional competencies of future civil engineers; historical and pedagogical aspects of the development of engineering education and the development of project competencies of future civil engineers; competence approach in the development of professional and personal qualities of a specialist; the role of information and communication technologies in ensuring the quality of engineering education. We concluded that the development of project competencies is an actual problem of our time and scientific research, which is aimed at the formation of a specialist not only for the performance of professional functions but also subject of professional activity, responsible for the results of activities, aware of goals, able to make decisions independently, striving for self-development and self-improvement in the professional field.

Learning outcome evaluation in manual assembly

Mass customization and shorter product life cycles are causing ever more variants in production, especially in manual assembly. At the same time, more diverse personnel structures are emerging due to demographic change and labor shortages. This is causing different challenges to production managers, e.g., competence gaps. To meet these challenges, learning in manual assembly becomes increasingly important. The design of the learning process can only be improved by checking whether the processes fulfill their purpose. Various learning evaluation measures are described in general vocational education and competence development, but it is hard to select the right one for the learning process. This paper shows a procedure, how learning evaluation measures can be selected, and how they can measure learning progress. For this, a test person study was conducted to compare different learning evaluation measures and show their usability and advantages in manual assembly. The results support making learning in assembly easier to apply and controllable. In the long term, feeding back the results improves the learning process design.

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.