Integration Of Skills Research Articles

Enhancing Creative Thinking Skills and Technological Literacy through Project-Based Microteaching: A Study on Prospective Physics Teachers at UIN Raden Intan Lampung

This study explores the impact of project-based learning (PjBL) integrated with microteaching on the creative thinking skills and technological literacy of prospective physics teachers at UIN Raden Intan Lampung with a mixed methods approach. As the demands of 21st-century education emphasize the importance of these skills, it is critical to evaluate innovative teaching methods that address these needs. A quasi-experimental design was used, involving two groups: an experimental group taught using the PjBL microteaching model and a control group using conventional methods. Creative hhinking skills was assessed using torrance tests of creative thinking (TTCT), measuring fluency, flexibility, originality, and elaboration. Technological literacy was evaluated through a structured questionnaire assessing skills in technology use, understanding, and integration in learning contexts. Results revealed a significant improvement in both creative thinking skills and technological literacy in the experimental group compared to the control group. Specifically, the PjBL microteaching model was more effective in enhancing students' ability to generate diverse ideas and utilize technology effectively in educational settings. These findings suggest that integrating PjBL with microteaching can better prepare future physics educators for the technological and creative demands of modern teaching environments

Facilitators and barriers to implementing mental health apps among interdisciplinary staff in the Veterans Health Administration.

The U.S. Department of Veterans Affairs (VA) developed evidence-informed mental health mobile applications (MH apps) to supplement treatment and serve as self-care resources for veterans. However, lack of awareness and understanding of how to integrate MH apps into care pose barriers to uptake. The VA Mobile Mental Health Apps Project was conducted from 2019 to 2021 to train and support VA health care staff in integrating VA MH apps into practice using implementation facilitation. Interdisciplinary staff (N = 1,110) from 19 VA sites, led by local site champions, and supported by project Facilitators, participated. The training phase successfully equipped staff with key knowledge and skills for MH app integration (McGee-Vincent et al., 2023), but training is not sufficient for practice change (Schueller & Torous, 2020). The current article summarizes results from a mixed methods evaluation of the preimplementation planning and active implementation phases of the project. Survey data from 3-month posttraining (n = 362) and qualitative interview data (n = 27) assessed within the Consolidated Framework for Implementation Research (Damschroder et al., 2022b) were analyzed to highlight facilitators and barriers to implementation. Results showed positive perceptions, meaningful adoption, and expanded reach of MH apps for veterans by staff across VA. Given that the project was well-received and perceived to be sustainable, the adaptability of the innovation and implementation model, and the relatively limited number of perceived barriers, this project may serve as a model for other practice changes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The Application of TPACK Model in Teachers’ Teaching Practices: A Study on Integration and Effectiveness

The integration of technology into teaching practices is critical for fostering 21st-century skills such as critical thinking, creativity, and digital literacy. This study investigates the application of the Technological Pedagogical Content Knowledge (TPACK) framework among Tamil-medium school teachers in the Jaffna Educational Division, Sri Lanka. The research focuses on three objectives: assessing teachers’ self-reported knowledge and practices in technology integration, identifying challenges and barriers to its implementation, and examining the influence of TPACK components on classroom effectiveness. Data were collected from 142 teachers using structured questionnaires and classroom observations, analyzed through descriptive and inferential statistics. Findings revealed that while teachers displayed strong Pedagogical Knowledge (PK, mean = 4.2) and Content Knowledge (CK, mean = 4.1), their Technological Knowledge (TK, mean = 3.8) and integration skills (TPK = 3.9, TCK = 3.7) were moderate. Correlation analysis demonstrated significant positive relationships between TPACK components and teaching effectiveness, with Pedagogical Content Knowledge (PCK, r = 0.75) and Technological Pedagogical Knowledge (TPK, r = 0.73) showing the strongest correlations. Challenges identified included insufficient resources (58%), lack of training (42%), and limited preparation time (37%). Additional barriers unique to Tamil-medium schools included language constraints and cultural resistance to change. Classroom observations confirmed that teachers with higher TPACK competencies effectively engaged students through technology-enhanced practices, demonstrating improved lesson structure and student interaction. The study concludes that while teachers possess strong foundational teaching competencies, targeted professional development programs and localized digital resources are essential to enhance technology integration. Addressing infrastructural deficits and providing institutional support are crucial for overcoming barriers and ensuring equitable access to technology-enhanced education. These findings provide actionable insights for fostering effective technology integration in Tamil-medium schools, contributing to improved student outcomes in resource-constrained contexts.

Do Individuals with Misophonia Experience Challenges with TheirAuditory Binaural Interaction and Integration Skills?

Background and Aim: Misophonia is a condition marked by heightened sensitivity and intense emotional and physiological responses to particular sounds that may not spark the same reactions in others. This study is the first of its kind to assess binaural integration and binaural interaction in misophonia. Methods: Thirty misophonia and 30 control participants were considered in the age range of 18 to 30 years. All the participants had hearing sensitivity within normal limits and normal middle ear function. Individuals with a history of otological complaints, noise exposure, ototoxic medications, tinnitus, hyperacusis, diabetes, or hypertension were excluded from the study. Misophonia severity was assessed using the Misophonia Assessment Questionnaire (MAQ). Binaural integration was assessed using Dichotic Consonant Vowel (DCV) test, and binaural interaction was assessed using Masking Level Difference (MLD). Results: The statistical analysis of the independent t-test for DCV and Mann Whitney U test for MLD showed no significant difference between misophonia and the control group for both MLD and DCV. Conclusion: The results suggest that there is no significant difference in DCV and MLD scores between the control and misophonia groups.Keywords: Misophonia; binaural integration; binaural interaction; dichotic consonant vowel; masking level difference

Promoting special education pre-service teachers’ technology integration self- efficacy through multimedia learning

The current study introduced and assessed the effectiveness of a multimedia-based instructional strategy to enhance the technology integration self-efficacy of 98 special education pre-service teachers. 78% of participants demonstrated growth in their self-efficacy scores. Specifically, pre-service teachers with initial low and medium self-efficacy levels experienced significant improvement whereas high-level students did not. The multimedia creation project was found to promote more realistic self-assessments of technology integration skills and foster positive perceptions of skills for using technology in the classroom. These findings offer valuable insights for designing introductory instructional technology courses.

Climate and health: a path to strategic co-financing?

Leveraging the co-benefits of investments in health and climate can be best achieved by moving away from isolated financing approaches and adopting co-financing strategies, which aim to improve the outcomes of both sectors. We propose a framework for studying co-financing for health and climate that considers the degree of integration between sector funding, and whether arrangements are 'passive', when cross-sectoral goals are indirectly affected, or 'strategic', when they are pre-emptively supported to build resilience and sustainability. We conducted a rigorous, evidence-focused review to describe co-financing mechanisms according to a framework, including the context in which they have been employed, and to identify enablers and barriers to implementation. We searched the international literature using Pubmed and Web of Science from 2013 to 2023, the websites of key health and climate agencies for grey literature and consulted with stakeholders. Our review underscores the significant impact of climate change and related hazards on government, health insurance and household health-related costs. Current evidence primarily addresses passive co-financing, reflecting the financial consequences of inaction. Strategic co-financing is under explored, as are integrative co-financing models demanding cross-sectoral coordination. Current instances of strategic co-financing lack sufficient funding to demonstrate their effectiveness. Climate finance, an under used resource for health, holds potential to generate additional revenue for health. Realizing these advantages necessitates co-benefit monitoring to align health, climate mitigation and adaptation goals, alongside stronger advocacy for the economic and environmental benefits of health investments. Strategic co-financing arrangements are vital at all system levels, demanding increased cross-sectoral collaboration, additional funding and skills for climate integration within health sector plans and budgets, and mainstreaming health into climate adaptation and mitigation plans. Supporting persistent health needs post-disasters, promoting adaptive social protection for health and climate risks, and disseminating best practices within and among countries are crucial, supported by robust evaluations to enhance progress.

The Effect of Teaching Strategies on English Language Learning in Libya

This study examines the impact of teaching strategies on English language learning in Libya, focusing on the challenges Libyan teachers face in secondary schools. The research investigates the effectiveness of different teaching methods and explores innovative strategies, including interactive technologies, in the classroom. The primary aim is to assess how these strategies influence student engagement, language proficiency, and overall learning outcomes. A mixed-method approach was employed, incorporating a quantitative analysis of survey data from ten high school English instructors in Hoon. The results indicate that educators frequently employ supportive techniques, including offering comments and encouraging task completion. The study reveals substantial deficiencies in self-assessment and contemporary evaluation techniques, suggesting a dependence on conventional pedagogical methods. The absence of modern methodologies, such as student reflection and peer assessment, may restrict students' active engagement and impede their linguistic advancement. This research paper also identifies differences in teaching practices based on teacher demographics, including gender and years of experience. More experienced teachers were found to employ a broader range of strategies, suggesting the need for mentorship and professional development for newer educators. The study emphasizes integrating technology-enhanced tools and reflective assessment techniques to foster a more effective and engaging learning environment. The conclusions drawn from this research paper recommend that targeted professional development programs be implemented to support teachers in adopting more reflective and modern teaching methods. These programs should focus on enhancing teachers' skills in self-assessment techniques, peer evaluation, and technology integration in the classroom. By doing so, English language instruction in Libya can be significantly improved, contributing to better student outcomes and excellent English proficiency. Overall, the study underscores the need for a dynamic and adaptable approach to teaching English, where traditional methods are supplemented by innovative strategies that actively engage students and equip them with the necessary skills to succeed in a globalized world.

Migration and linguistic integration: an investigation of Chinese immigrants’ language learning experience before moving to Africa

ABSTRACT The current study investigates the linguistic integration of Chinese immigrants, with a particular focus on their language learning experiences before migrating to Africa. As China’s presence in Africa grows, understanding how Chinese migrants prepare linguistically for their new environments becomes crucial. Through a mixed-methods approach, which include surveys and interviews conducted primarily in Cameroon, the research highlights the value of language skills for successful integration and examines the potential consequences of inadequate language proficiency. The study suggests that both Chinese and African governments should collaborate to encourage Chinese immigrants to learn destination languages even before migrating to Africa. This could be achieved by promoting proactive language acquisition initiatives, reevaluating language policies, and implementing standardised language testing. Emphasising the language learning experience is crucial not only for effective communication but also for reducing stereotypes and fostering deeper understanding and integration between the Chinese expatriate community and local populations. Providing language resources and support can greatly enhance crosscultural interactions and promote the harmonious coexistence of diverse Chinese communities across Africa.

Teaching Materials on a Brazilian Family Succession Conflict

This article studied a negotiation case with teaching notes, focusing on an intra-family business succession conflict of a limestone family business in Brazil, through a multi-party and multi-issue role-play simulation. This case study investigates a succession conflict at a Brazilian limestone extraction company. How the founder pains transferring of control to successors Investigating family dynamics, communication and leadership that can enable an outcome to the conflicts which has plagued the family and its efforts to maintain a sustainable company. Conclusion Key findings emphasized the importance of improving integrative skills, such as understanding the interests of an opponent. In addition, collaborative fact-finding is necessary to ensure that all sides identify and agree on the relevant issues, and develop appropriate responses via problem-solving strategies. An exhaustive collection of case mechanics and instructions are provided. Other implications suggest case copy abilities in different company settings. This study ends with a discussion and future research suggestions.

Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing

AbstractThe cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three‐level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4‐year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real‐world teaching scenarios. This regional resource‐based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.

An Analytical Study of Acquiring English Communication Skills for Employability being Affected by Societal Factors and Own Personality Traits of Learners of Technical Graduates in India

English Communication Skills have proved to be an integral skill in employment skills. Students graduating in a wide range of disciplines face a number of difficulties in learning the English language especially when they focus on their areas of specializations. It has become a major issue. With reference to the page no 29 of India Skills Report 2023, the employment ratio of Bachelor of Engineering/Bachelor of Technology and Master of Business Administration was 57.44% and 60.1% respectively and the same was 55.15% and 55.09% in the respective fields in 2022 when Communication Skills were kept at the top (page no 9, India Skills Report 2022) in the list of key skills of Digital Age. English proved to be a game changer in terms of enhancing employability scope (Page 20, 21, 45, 47, 53, 54, 55; India Skills Report 2022) and a number of cities and states performed better with more focus on developing English Communication skills of university students. This study is primarily based on looking into social and affective factors affecting English language acquisition skills. It is absolutely relevant to the course developer, policy makers as well as academicians to understand what factors affect the language acquisition capacities of learners and necessary modifications can be initiated accordingly. This is an analytical study and it ascertains the significance of language affective factors from a rapid evidence assessment report submitted by EEF at University of oxford, Department of Education in July 2020 and a similar research project was conducted by Takayo Nitta at the University of Western Cape in South Africa on non-natives learning English and facing similar challenges in social, affective and cognitive areas. This is a qualitative study and secondary data is collected from the research project conducted at the University of Western Cape since learners were from a non-native country only where existing language learning culture is found to be utmost similar and problems are also identical.

THE TRANSFORMATIVE IMPACT OF JUDO ON ATHLETES WITH DISABILITIES: INCLUSION, ADAPTATION, AND PERFORMANCE INSIGHTS

Judo is celebrated for its inclusivity and adaptability, offering significant benefits for athletes with disabilities (PwD). It fosters physical, emotional, social, and cognitive growth, enhancing motor skills, coordination, and balance. For athletes with physical disabilities, mastering techniques such as falling safely promotes strength and agility. Moreover, engaging in judo boosts self-esteem and confidence as athletes achieve milestones like advancing through belt ranks and earning medals. The supportive environment encourages personal accomplishment and helps develop social skills through interaction with peers. Research highlights the diverse range of disabilities in judo, including visual, auditory, and intellectual impairments. Studies by Oblak et al. (2020) reveal the therapeutic benefits of judo for individuals with intellectual disabilities, emphasizing the need for more research in this area. Bocioacă and Marin (2023) explore the role of adapted judo for individuals with Autism Spectrum Disorder (ASD) and Down syndrome, demonstrating improvements in integration skills through tailored practices. Additional research by Kons et al. (2021) and Krabben et al. (2017) addresses the dynamics of Paralympic judo, revealing challenges related to classification systems for visually impaired athletes. Kons et al. (2022) identify a concerning rise in injury rates among judo athletes with disabilities, indicating the need for improved safety measures. Lastly, the comparative study of neuromuscular control by Kons et al. (2019) shows that visually impaired judokas can excel in balance and certain strength metrics. Overall, these studies underscore judo’s role in promoting physical development and social integration for PwD, while also highlighting the need for further research to ensure equitable and inclusive practices in the sport.

What do pre-service and mentor teachers learn from collaborative professional development on socioscientific issues?

The aim of this study is to investigate the outcomes of a professional development program on socioscientific issues (SSI) to enhance pre-service and mentor teachers' engagement with SSI supported by technology-supported teaching. It aims to explore the learning outcomes for both groups and the influence of their perspectives on science education on these outcomes. The method involves collaborative SSI material development and implementation in classrooms. The study involved 11 senior (10 female; 1 male) pre-service biology teachers and four biology teachers who mentored them in schools during their Teaching Practice courses. The data was collected through semi-structured interviews, reflective diaries, and meeting recordings and were analyzed using a thematic analysis approach. The findings show that pre-service teachers gained multidimensional reasoning, technology integration skills, and ethical and moral reasoning abilities, with gains influenced by their science teaching perspectives. Mentor teachers with progressive views in science teaching understanding had greater benefits, such as improved SSI understanding and student engagement techniques, than those with traditional views.

고위직 경찰공무원 필요역량 분석

This study aims to identify the competencies of senior police officers. Through qualitative research methods, including domestic and international literature reviews on competencies using bibliometric mapping, in-depth interviews applying phenomenological research methods, and verification of competency importance by a group of subject matter experts, the competencies of senior police officers were derived. The competencies identified are categorized into public security competencies and management competencies. Public security competencies include integrated command capabilities, risk management abilities, communication skills, analytical and evaluation abilities, and organizational planning abilities. Management competencies include strategic thinking abilities, change management capabilities, coordination and integration skills, citizen-oriented competencies, and public service ethics. The derivation of these competencies is expected to enhance the fairness of the promotion system for senior police officers and to promote a competency-based personnel system. This will contribute to increasing organizational competitiveness and improving police services for citizens.

M.D. meets machine: the symbiotic future of surgical learning

Summary Background The rapidly expanding field of robot-assisted surgery necessitates a parallel evolution in surgical education. A surgeon introduced to the telemanipulator control system can count on technological support that increases precision and supports decisions made during surgery. Generally, the surgeon (operator) is an integral part of the robot, so the synergy of this cooperation may bring the expected progress in access to high-quality services for many patients. Methods This review explores the current state of robotic surgery education, analyzing its limitations and established applications. Additionally, it delves into promising future directions, including the potential of artificial intelligence and advancements in training methods. Results This review identifies key challenges and highlights innovative strategies such as virtual reality simulation and cadaveric training. Furthermore, it emphasizes the importance of developing standardized national curricula to ensure consistent training quality. Conclusion This review emphasizes the need for a robust educational framework to equip surgeons with the necessary skills for safe and effective robotic surgery integration. The use of high-tech tools also requires the use of innovative educational methods. By embracing innovative technologies and prioritizing a standardized curriculum, we can ensure that the future of surgical training empowers surgeons and ultimately improves patient outcomes.

The effect of digital leadership in nurturing teachers’ innovation skills for sustainable technology integration mediated by professional learning communities

The effect of digital leadership in nurturing teachers’ innovation skills for sustainable technology integration mediated by professional learning communities

Structural model and characteristics of entrepreneurial opportunity recognition abilities among university students in China: a grounded theory approach

The rapid development of mass entrepreneurship and innovation in China has substantially influenced the entrepreneurial environment, particularly among university students who are emerging as a vital entrepreneurial force. This study aimed to explore and identify the key characteristics and structural framework of entrepreneurial talents among university student entrepreneurs in China, specifically concerning their capacity to discover entrepreneurial opportunities. To achieve this, we conducted interviews with 21 exceptional university student entrepreneurs. A structural model was subsequently developed based on grounded theory, with data coded at three levels and tested for theoretical saturation. The results demonstrated that Chinese university students possess implicit and explicit capacities to detect business possibilities. Implicit abilities largely encompass the innate qualities of entrepreneurial drive and environmental intelligence, while explicit abilities comprise the acquired skills of learning, networking, and integration. This model can be used as a benchmark for assessing and enhancing the capacity of Chinese university students who are aspiring entrepreneurs to identify and exploit entrepreneurial opportunities.

Enhanced Double Inertial Forward–Backward Splitting Algorithm for Variational Inclusion Problems: Applications in Mathematical Integrated Skill Prediction

This paper introduces a new algorithm that combines the forward–backward splitting algorithms with a double inertial technique, utilizing the previous three iterations. The weak convergence theorem is established under certain mild conditions in a Hilbert space, including a relaxed inertial method in real numbers. An example of infinite dimension space is given with numerical results to support our proposed algorithm. The algorithm is applied to an asymmetrical educational dataset of students from 109 schools, utilizing asymmetric inputs as nine attributes to predict the output as students’ mathematical integrated skills. The algorithm’s performance is compared with other algorithms in the literature to demonstrate its effectiveness. The proposed algorithm demonstrates comparable precision, recall, accuracy, and F1 score but performs a relatively lower number of iterations. The contributions of each performance aspect to the mathematical integration skill of students are discussed to improve students’ mathematical learning.

Competency and Barriers in Using ICT among Public School Teachers in Tagoloan District

Technology integration in education transforms teaching and learning by improving efficiency, accessibility, and student participation in the classroom. This study examines the teachers' profile, competency, and barriers that influence the use of ICT between public school teachers in Tagoloan East and West Districts during the School Year 2023–2024. Specifically, the study sought to determine the respondents’ level of competency in the ICT domain and the barriers to using ICT. This study involved two hundred thirty-six (236) respondents from the public elementary and secondary schools of Tagoloan District using the Slovins formula. It used the descriptive research design and an adapted and modified survey questionnaire to collect data. The descriptive correlational method was used to evaluate the samples with statistical analysis including standard deviation, frequency, percentage, mean scores, and Pearson r correlation. The findings showed that teachers' ICT ability is significantly influenced by age, teaching experience, and attitude, and there is a notable relationship between ICT skills and barriers related to manpower, policy, and facilities. Further, enhancing teachers' ICT competence through advanced technology training and effective integration methods aims to provide proficient educational experiences for 21st-century learners and improve teaching professionalism and efficacy. It is concluded that teachers face challenges in implementing ICT policies, including limited resources, reluctance to change, technological issues, and inadequate training. Factors like age, experience, and attitude influence these barriers. Additionally, it is recommended that schools should train proficient teachers as ICT experts to assist in incorporating technology into classroom teaching. This expert should provide ongoing support and training through mentoring programs. Teachers with limited technology experience are encouraged to improve their ICT integration skills, ensuring they can adapt to current trends and provide advanced educational experiences in the 21st century.

Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools

The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. The frequent integration of technologies favoured by these rural teachers suggests, consciously or unconsciously, the development of technological pedagogical content knowledge (TPACK). However, the process of construction and development of this specialized knowledge remains largely unknown. It is also unclear how TPACK evolves in teachers in rural schools in the Global South, particularly those who did not receive formal or informal technology instruction during their initial teacher training or through professional teacher development training. This study adopted Vygotsky's socio-cultural theory and Koehler and Mishra's TPACK framework and collected data through questionnaires, semi-structured interviews and sharing circles. Findings revealed that while teachers show varying levels of TPACK, the context-specific, dynamic nature of TPACK was evident, as teachers often developed this knowledge incrementally and informally. The chapter indicates that despite the absence of structured training, teachers have begun to integrate technology into their pedagogy and content knowledge. However, their development of TPACK is uneven and emerging and often driven by personal initiative. The study concludes that for effective technology integration, teacher training programs should encompass TPACK's nuanced, contextual, and evolving aspects. Implications suggest that mentoring and continuous professional development are essential to enhance teachers’ technological integration skills, thereby improving teaching and learning in rural settings. Implications underscore the importance of continuous professional development and the establishment of supportive school cultures to nurture technology integration, thereby contributing to the pedagogical evolution in rural South African schools.