Purpose This article aims to explore how group-based assignments can contribute to education as sustainability. More specifically, it investigates how the tasks completed as part of group-based assignments contribute to the development of students’ interpersonal competencies in sustainability-focused education. Design/methodology/approach A case study methodology was used to analyse students’ responses to group-based assignments in three sustainability courses at the University of Auckland (UoA), New Zealand. Data was uploaded into NVivo, and thematic analysis was used to identify, analyse and report patterns. Findings The findings highlighted the role of uncertainty in how group-based assignments develop students’ interpersonal competencies. In completing multidimensional assignment tasks, student groups must work together, make decisions and negotiate uncertainty. At the same time, students are trying to reduce the uncertainty of working in groups by dividing up assignment tasks. Educators responsible for designing group assignments in sustainability-related courses should consider how assignment tasks scaffold uncertainty by providing guidance and checkpoints, as managing this uncertainty aids the development of the interpersonal skills and values that promote sustainability. Originality/value This study showed how group assignment tasks can be used to balance levels of student uncertainty and clarity and how an emphasis on the former supports interpersonal relationships and mimics real-world sustainability dynamics.

Purpose This study aims to develop a shared theoretical foundation for a harmonized taxonomy of transversal competences between technical and vocational education and training (TVET) and the labour market. Design/methodology/approach A scoping review was conducted to examine the literature published on competences in education and employment. Twenty-nine documents, including scientific articles and governmental reports, were systematically analyzed. The process was supported by consultations with an expert committee to ensure relevance and applicability. Findings The review led to a common operational definition of competence as the integrated mobilization of personal and environmental resources to achieve effective and context-appropriate action. Competence is characterized as observable, reproducible, developmental and situated within specific environments. Building on this definition, taxonomy of transversal competences was synthesized, structured into three categories: intrapersonal competences (cognitive, communication, information and technology-related and self-management), interpersonal competences (affective, behavioural and self and others’ development) and organizational and societal competences (organizational, societal and sustainability-related). This taxonomy offers a coherent framework to strengthen employability, adaptability and lifelong learning while promoting diversity, equity, inclusion and sustainable practices in TVET and the labour market. Practical implications The taxonomy equips educators and employers with a flexible tool to design inclusive training programs, support diverse learners and anticipate future workforce needs. Originality/value This study responds to the growing need for a shared language between training and employment, offering both theoretical clarity and practical guidance for curriculum design, assessment and policy development.

Active learning strategies (ALS) focusing on the development of emotional intelligence (EI) support the growth of interpersonal and emotional competencies in nursing. These competencies are central to the development of resilience and formation of professional nursing identity. Despite the recognized importance of EI, traditional nursing education often prioritizes technical skills and clinical knowledge, with limited focus on the intentional development of emotional and interpersonal competencies. This article explores the integration of reflection, emotionally focused simulations, and communication-based exercises into a BSN (Bachelor of Science in Nursing) curriculum. Incorporating Goleman's EI model and Kolb's experiential learning cycle in the implementation of ALS is a novel approach to developing EI competencies in undergraduate nursing students. These learning methods can help students strengthen their emotional awareness, communication skills, and self-regulation. They offer practical tools to support professional identity, resilience, and the delivery of person-centered care. Embedding EI into nursing education through active learning fosters competencies essential for delivering compassionate, safe, and effective care. This model is adaptable across diverse learning environments.

Introduction: Physical, emotional, and behavioural changes are hallmarks of stress, which is a normal human reaction to demanding or difficult circumstances. High stress levels can significantly impact the academic performance and mental health of young students. Chronotype represents genetically determined behavioural characteristics of a person’s twentyfour-hour activity cycle and is pivotal in mental health. Individual differences in stress experiences may be partially explained by personality traits. Individuals with greater emotional intelligence tend to exhibit lower stress reactivity. Aim: To assess the influence of chronotype, personality, and Emotional Competence (EC) on perceived stress among undergraduate medical students. Materials and Methods: This cross-sectional study was conducted in the Department of Physiology at Panimalar Medical College Hospital and Research Institute in Chennai, Tamil Nadu, India, from November 2024 to January 2025. It involved 114 first-year medical students, with the primary inclusion criterion being that participants were first-year medical undergraduates aged 18-25 years. Both genders were included. Participants, after giving informed consent, completed the Horne-Ostberg Morningness-Eveningness Questionnaire (MEQ), the Big Five Inventory, the Profile of EC, and the Perceived Stress Scale via Google Forms. Statistical Package for the Social Sciences (SPSS) version 29 was used for data analysis. Spearman’s correlation test was employed to examine the association between perceived stress and additional variables. Multiple regression analysis was performed to predict the level of perceived stress based on variables such as chronotype, EC, and personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism). Statistical significance was set at p<0.05. Results: The mean age of the study population was 18.75±0.64 years, out of which 80 were females and 34 males. The data indicated that most participants had an intermediate chronotype 69 (60.5%), followed by the morning type 31 (27.2%) and evening type 14 (12.3%). A significant, strong positive correlation was observed between neuroticism and perceived stress (r=0.74, p<0.01). A significant negative correlation was found between perceived stress and the measured variables, namely chronotype (r=-0.25, p=0.01), conscientiousness (r=- 0.35, p<0.001), extraversion (r=-0.49, p<0.001), agreeableness (r=-0.27, p<0.001), intrapersonal EC (r=-0.53, p<0.001), interpersonal competence (r=-0.29, p<0.001), and global EC (r=-0.52, p<0.001). Regression analysis revealed extraversion as a negative predictor and neuroticism as a positive predictor of perceived stress among medical students. Conclusion: The present study reveals complex relationships between chronotype, personality traits, EC, and perceived stress among students. Intermediate chronotypes were the most common, with morningness negatively correlated to stress. Personality traits, especially extraversion and neuroticism, significantly predicted stress levels. Higher EC was associated with lower perceived stress, potentially indicating better stress management skills. These findings contribute to the understanding of factors influencing stress perception in students and may inform targeted interventions for stress management in academic settings.

The purpose of this study is to reveal the relationship between the learning outcomes related to sustainability literacy in the 2024 Social Studies Curriculum, which was updated within the scope of the Turkish Century Education Model, and the sustainability components and the United Nations Sustainable Development Goals (SDGs). Document analysis method, one of the qualitative research designs, was used in the study. Within the scope of the study, learning outcomes related to sustainability literacy (13) in the social studies curriculum were associated with five sustainability literacy components (systems thinking, anticipatory competence, normative competence, strategic competence and interpersonal competence) and sub-concepts, and were also analyzed comparatively with SDGs. Deductive content analysis approach was used in the analysis process. As a result of the research, it was determined that the learning outcomes could be associated with the components of systems thinking, normative competence and strategic competence the most, and that the most relationships in terms of sustainable development goals were established with SDG 12 (Responsible production and consumption), SDG 13 (Climate action) and SDG 4 (Quality education). These findings show that the curriculum is structured in a way to support sustainability literacy and has the potential to contribute to students' acquisition of the knowledge, skills and attitudes necessary for a sustainable future, albeit partially. It is recommended that a broader representation of SDGs should be ensured in the learning outcomes related to sustainability literacy in Social Studies Curriculum.

Rapid global environmental changes, especially due to advances in technology and information, have had a significant impact on various sectors of life, including the health sector. In the context of modern health services, hospitals are no longer just places of healing, but also institutions that are required to provide high-quality services, based on patient safety, and are able to adapt to the dynamics of community needs. This change requires a transformation in human resource management, especially related to the interpersonal and psychosocial competencies of nurses as the spearhead of medical services.Purposes:​ to analyze the effect of effective communication and Assertive Attitude on Nurses' Work Productivity in hospitals, with Work Fatigue as a mediating variable.Methods: This type of research is quantitative, using statistical figures to measure the influence of independent variables on dependent variables. The research design is a cross-sectional study.Results: The results of this study indicate that effective communication, assertiveness, and job fatigue collectively significantly influence nurses' work productivity. Communication and assertiveness positively contribute to job fatigue, which in turn affects productivity. Job fatigue is also shown to be a significant mediator in the relationship between communication and assertiveness on work productivity .Conclusion : The importance of strengthening effective communication as a strategy to increase productivity. Organizations need to design communication systems that support openness, transparency, and clarity of information and culture-based assertiveness training, so that employees can express their opinions appropriately without causing resistance in the team.

This study examines the evolving competencies required for quality engineers in contemporary industry. A non-anonymous questionnaire was distributed among members of the Israeli Society for Quality. Since respondents provided personal and professional details, the verified group of professionals was treated as an expert panel representing recognized knowledge and experience in the field. The questionnaire included items on routine competencies (e.g. statistics, auditing, communication) and emerging ones (e.g. risk management, big data analytics, sustainability). Data were analyzed using statistical tests, reporting the relative importance and significance of different competencies. Findings show that quality professionals assign the highest importance to interpersonal and quality management skills, while traditional technical competencies are ranked lower. Among emerging competencies, risk management was identified as the most critical, surpassing digitalization and environmental protection. Overall, the results highlight a gap between academic preparation, which still emphasizes technical expertise, and practical industry requirements for hybrid profiles that combine managerial, interpersonal, and resilience-oriented competencies. The study suggests that curricula should rebalance technical training with greater focus on quality management and risk management competencies to better align graduates with market needs.

This study examined the levels of teachers’ social skills, self-efficacy, and conflict management strategies, as well as the relationships among these variables in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study aimed to identify teachers’ interpersonal competencies, confidence in instructional practices, and ability to manage conflicts in constructive ways. The respondents consisted of 365 teachers handling various grade levels, selected through total enumeration. Data were gathered using a researcher-developed and validated questionnaire that measured communication, empathy, teamwork, interpersonal problem-solving, classroom management, instructional strategies, learner engagement, and conflict management techniques. The instrument was pilot-tested and yielded a Cronbach’s alpha coefficient of 0.88, indicating high reliability. The results showed that teachers demonstrated high levels of social skills , self-efficacy , and conflict management strategies. Communication and empathy emerged as the strongest social skills, while classroom management was the most prominent dimension of self-efficacy. Teachers also exhibited competence in identifying and resolving conflicts, contributing to a positive classroom and school environment. Correlation analysis revealed significant positive relationships between social skills and conflict management strategies, as well as between self-efficacy and conflict management strategies. These findings suggest that stronger interpersonal skills and higher professional confidence enhance teachers’ ability to manage conflicts effectively. Overall, the study highlights the importance of strengthening teachers’ social skills and self-efficacy through targeted professional development, mentoring, and supportive school environments to improve conflict management and overall teaching effectiveness.

IntroductionWhile research on nursing leadership has grown, empirical studies specifically addressing e‐leadership in nursing remain scarce. Digitalization offers opportunities to enhance efficiency and flexibility but also necessitates careful management of interpersonal relationships and staff well‐being. E‐leadership in nursing requires strong interpersonal competencies, organizational support, targeted training, and clear policies, along with a balanced leadership approach. Notably, there is a lack of research on the state of e‐leadership in nursing in the postpandemic context.AimThis study aims to explore the current state of Finnish nurse leaders’ experiences with e‐leadership.MethodsA qualitative research design was employed, utilizing individual thematic interviews and inductive content analysis. Fourteen individual interviews were conducted. The Standards for Reporting Qualitative Research (SRQR) checklist guided the reporting process.ResultsThe analysis yielded three main categories: (1) E‐leadership in nursing is here to stay, (2) a lack of consistent e‐leadership practices in nursing, and (3) e‐leadership presents challenges for both nurse leaders and staff. Although e‐leadership remains under development and lacks clearly defined structures, both nurse leaders and staff demonstrate a willingness to adopt and implement this leadership model. However, organizational support has been insufficient, often leaving nurse leaders to independently develop solutions to the challenges they face.ConclusionThis study reinforces previous findings on e‐leadership in nursing while offering new insights into its current state. E‐leadership is a dynamic and evolving practice that requires a delicate balance between digital efficiency and human connection. Despite its challenges, e‐leadership presents significant opportunities for the nursing profession, including enhanced flexibility and improved work–life balance.Implications for Nursing ManagementThe findings can inform the development of practical guidelines for implementing e‐leadership in nursing and healthcare settings.

Traditional assessment methods in dental education, such as written tests and multiple-choice questions, primarily measure theoretical knowledge but inadequately evaluate clinical and interpersonal competencies. The Objective Structured Clinical Examination (OSCE), recognized globally for its validity and reliability, addresses these limitations and is widely adopted in medical curricula; however, its implementation in dental education remains poorly undocumented. This study explored perceptions of OSCE compared to traditional formats within the Clinical and Therapeutic Synthesis Certificate (CTSC) at Toulouse Faculty of Health during its first OSCE-based session in January 2019. Eighty-four fifth-year students and eight faculty assessors completed a validated questionnaire assessing fairness, educational value, and stress levels. Results indicated that OSCE was perceived as covering diverse clinical skills (86%) and offering authentic scenarios (83%). Despite being stressful (76%), OSCE was considered the fairest (60% vs. MCQ 31%, WT 41%; p < 0.001) and most educational (77% vs. MCQ 17%, WT 31%). Eighty-three percent of students recommended its broader use, while assessors unanimously endorsed its fairness and utility. Both groups highlighted its formative potential. These findings support OSCE’s integration into French dental curricula to strengthen competency-based assessment and enhance clinical skill evaluation.

The rapid growth of specialty coffee culture in Nairobi City County has elevated coffee service as a key determinant of restaurant competitiveness, positioning baristas as skilled professionals whose technical and interpersonal competencies directly influence customer satisfaction, repeat patronage, and overall business performance. This study examined the level of mastery of barista skills—namely technical proficiency, operational efficiency, presentation skills, and customer interaction—and their influence on the quality of coffee service in rated restaurants. Although formal barista training programs and investments in modern coffee equipment have increased, limited empirical evidence exists on whether skill mastery leads to measurable improvements in service outcomes within the Kenyan context. Consequently, the study tested the null hypothesis that there is no significant relationship between barista skill mastery and quality coffee service. A quantitative cross-sectional research design was adopted, targeting a sample of 120 baristas drawn from rated restaurants in Nairobi City County. Data were collected using structured questionnaires and observational checklists to capture both self-reported competencies and objectively assessed indicators of service quality. Descriptive analysis revealed high levels of skill mastery, with mean scores of 4.15 for technical skills, 3.92 for operational efficiency, 4.05 for presentation skills, and 4.20 for customer interaction. Quality of coffee service was also rated highly across key dimensions, including beverage consistency, temperature control, presentation, customer satisfaction, and repeat patronage, yielding an overall mean score of 4.08. Pearson correlation analysis demonstrated strong positive relationships between all dimensions of barista skill mastery and quality coffee service, with customer interaction exhibiting the strongest association (r = 0.75, p < 0.001). Further, multiple regression analysis indicated that barista skills collectively accounted for 68% of the variance in service quality (R² = 0.68, F = 61.25, p < 0.001). These findings led to the rejection of the null hypothesis, confirming that technical, operational, presentation, and interpersonal competencies significantly enhance the quality of coffee service. Additionally, moderating factors such as restaurant rating, equipment availability, and barista experience influenced the strength of these relationships. The study concludes that barista skill mastery is a critical determinant of coffee service excellence in rated restaurants. It recommends that restaurant managers and training institutions invest in structured, hands-on training programs, continuous performance monitoring, regular skills assessment, and modern coffee equipment, while placing greater emphasis on strengthening customer interaction competencies to sustain service quality and competitive advantage. Future research should examine longitudinal changes in barista skill development, compare skill mastery across different regions, assess the impact of emerging technologies on barista roles, and explore customer perceptions of barista professionalism. Further studies should also investigate how workplace culture, compensation, and career progression influence barista motivation, skill retention, and service performance.

This study aims to explore the art of da‘wah practiced by Kyai Kuswaidi Syafi’ie through interpersonal communication in the Salawat Muhibbin Program in Karangcempaka Village, Bluto District, Sumenep Regency. The research employs a qualitative analytical method, with data collected through in-depth interviews, participant observation, and document analysis. The theoretical framework draws upon Interpersonal Communication Theory, Symbolic Interactionism, and Empathy Theory in communication. The findings reveal that Kyai Kuswaidi applies four forms of da‘wah artistry. First, empathetic communication that takes into account the psychological conditions of the congregation. Second, interactive and participatory communication that encourages active engagement among congregants. Third, the use of religious humor to create a relaxed atmosphere while conveying moral messages. Fourth, a profound personal approach aimed at fostering emotional closeness with the congregation. These approaches are shown to be effective in enhancing the acceptance of da‘wah messages, strengthening social bonds among congregants, and rendering religious preaching more responsive to the needs of rural communities. Through these communicative arts, Kyai Kuswaidi’s da‘wah serves as a role model for the delivery of religious messages grounded in strong interpersonal communication competence, thereby promoting a more humanistic model of da‘wah.

Contemporary demographic challenges, associated with a rapidly aging population, make it necessary for the medical community and the health care system to redefine ethical standards in working with the elderly. This paper attempts a multifaceted analysis of key ethical issues in the context of geriatric care, taking into account not only the fundamental principles of bioethics, but also the challenges posed by cognitive limitations, communication problems and the specifics of terminal care. Particular emphasis is placed on respecting patient autonomy, countering futile therapy and the need to develop interpersonal competence in the patient-medical staff relationship. The article is a voice in the discussion of the need to humanize modern geriatric medicine, advocating a model of care based on empathy, justice and human dignity in every phase of life.

In educational evaluation framework authenticity functions as an indicator of test quality. The current investigation improves beyond the research of Messick as well as Bachman Hughes and brown Through mining validation types their history of evolution testing risk and the techniques. It decides whether a test is a correct representation of the purpose for which it was developed and if the test finding can be successfully interpreted and applied to making choices. The accuracy of learners interpersonal and social learning competencies can be guaranteed by the reliability of language tests in surroundings that avoid discourse dissonances and the result errors. That carries on the explanation of how contemporary society has transformed what once was a technical measurement concept of developed Cultural entity. The construct validity, associated with criterion , shared risk., ways of Demonstrating reliability and its relationship to worthiness and washboard impact are the primary type of validity. Professional analysis, planning, experimental testing, grading guidelines, and practical testing are all successful methods for improving validity. These Concerns highlight that easily testing might divert beyond its original purpose and produce incorrect or unfavorable repeated findings. When validity is compromised method of assessment begun to lose their pedagogical consistency and ethical foundations. In addition to numerical indexes and psychological complexity validity issues related to partiality in appropriateness scoring standards and prejudice are also examined as is the long-term educational impact.

The implementation of tasks within crisis management structures requires solid substantivepreparation and extensive competencies. The introduction presents the crisis management processrelated to a crisis situation that may lead to a crisis. Research has been cited indicating that one of thefactors influencing the effectiveness of tasks performed by those managing crisis managementstructures is interpersonal competencies related to character traits and acquired duringtraining.The article presents an extensive analysis of literature on crisis management and crisis response. Italso includes the authors’ observations and experiences. The empirical research was preceded bynumerous interviews and conversations with the management of the State Fire Service in the contextof crisis management activities.The study involved 106 people, including officers of the State Fire Service (SFS) and representativesof other services responsible for responding to crisis situations. A proprietary questionnaire covering17 psychological and behavioural traits was used for the measurement. Intergroup differences andinternal correlations were analysed using nonparametric tests, Cronbach’s alpha reliability coefficient,and exploratory factor analysis. The results of the study confirm that the effectiveness of rescueoperations management depends on the balance between the cognitive-intellectual and moralvolitionaldimensions of leadership. SFS officers scored higher in terms of decisiveness, self-control,and responsibility compared to the control group. The conclusions indicate the need for the systematicinclusion of leadership competence assessment in the process of education and professionaldevelopment of the management staff of the State Fire Service and other entities performing tasks inthe crisis management system.

This article adopts a sociology of management perspective to examine the competency profile of higher education faculty. It identifies competency gaps as well as competencies whose development proved most effective within the framework of a corporate academic development program. The article aims to juxtapose higher education faculty’ needs for professional competency development with the possibilities for meeting these needs through managerial decisions within university academic development programs. The conclusions are based on empirical research conducted by the author in October-November 2024 among faculty staff (questionnaire survey, n=2120). The survey encompassed 15 Russian universities (including 11 participants in the «Priority 2030» program and 4 candidate institutions). Over the past 12 months, nearly a quarter of instructors experienced competency gaps. Half of this group reported the most acute shortage in technological competencies, a figure significantly exceeding the proportion (37%) who engaged in their targeted development through training activities. Professional competencies, despite ranking second in terms of deficit (31%), were addressed to a greater extent (61%) by university academic development programs, indicating the efficacy of managerial approaches to academic staff development. A developmental imbalance is observed concerning interpersonal interaction competencies: 16% of respondents reported a shortage, while 27% developed these competencies through university programs, exceeding the reported deficit. The most significant gap between perceived deficit and actual development was observed in technological competencies (difference of 20%), necessitating particular attention from university management in planning and implementing academic development programs. Leadership competencies were developed by only one in eight faculty stuff (12%) over the past year, against a perceived deficit of 18%, highlighting the timeliness of enhancing university programs for developing instructors’ leadership potential as part of strategic human resource management. Among representatives of different age groups, a decrease in the subjectively perceived deficit was noted for most competencies, which may be explained by their sufficient development by mature age within existing frameworks for managing instructors’ academic development. Technological competencies represent an exception – their perceived shortage increases with the instructor’s age. The obtained results indicate the necessity of adjusting managerial priorities in instructor competency development, with an emphasis on technological and leadership skills, and underscore the importance of enhancing the effectiveness of managerial decisions within programs designed to develop these competencies. The findings may prove valuable to researchers in the sociology of higher education management, as well as to university leadership in devising a comprehensive strategy for managing the academic development of research and teaching staff and specific instructor academic development programs.

(1) Background: Understanding suicide risk across cultures requires examining both universal and culturally specific factors that inform assessment and intervention. This study explores the influence of interpersonal variables—such as interpersonal competence, perceived social support, and constructs from the Interpersonal Theory of Suicide (ITS)—on suicidal behaviour in two culturally distinct samples: young adults from Spain and Japan. (2) Methods: A total of [437] participants (Spanish sample: n = 260; Japanese sample: n = 177) completed validated measures assessing suicide risk, depression, perceived burdensomeness, thwarted belongingness, acquired capability for suicide, interpersonal competence, and perceived social support. Moderated mediation and SEM comparative analyses were conducted to identify predictors of suicide risk in each cultural context. (3) Results: Social support was a consistent protective factor against depression and suicidal ideation, and interpersonal competence showed more contextual protective effects, significant only in the Japanese sample. Perceived burdensomeness stood out as a robust predictor of depression and suicidal ideation in both samples, and suicidal ideation was strongly associated with suicidal behaviour, while acquired capability for suicide and interpersonal competence did not show a direct association with it. (4) Conclusions: The findings highlight the protective role of interpersonal competence and perceived social support in the progression to suicidal behavior, suggesting cultural similarities and differences in how these factors operate.

In the face of advancing globalisation processes and intensified contacts between representatives of different cultures and religions, interreligious dialogue is becoming an important component of contemporary social coexistence. This article aims to establish a relationship between interpersonal skills, moral intelligence, and readiness to engage in interreligious dialogue among adult Poles. A total of 519 people aged 18 to 75 (M = 48.44; SD = 15.55) were surveyed. This study used the Readiness to Engage in Interreligious Dialogue Scale (TGDMVE), the Interpersonal Competence Questionnaire (ICQ-R) and the Moral Intelligence Quotient (MIQ). The results of the analyses indicated that, in terms of interpersonal competence, the strongest significant predictor of all five dimensions of readiness to engage in interreligious dialogue was active concern for others. In terms of moral intelligence, it was the ability to recognise spiritual needs. The results may have significant practical implications for the areas of intercultural education, the prevention of xenophobic attitudes, and the building of social capital based on dialogue, trust, and respect.

BackgroundAccurate self-assessment is a core function of self-regulated learning: learners monitor their performance and adjust strategies accordingly. In nursing education, however, students often misjudge performance, especially in interpersonal communication, indicating gaps in calibration accuracy, the alignment between self- and examiner ratings. Although self-other discrepancies are reported in medicine and allied health, domain-specific patterns early in nursing training remain underexplored. We therefore examined calibration accuracy in first-year students’ OSCEs across professional knowledge/analytical, methodological/procedural, and social/communication domains, and tested whether age, gender, or prior healthcare training were associated with these discrepancies.MethodsIn this cross-sectional study, a complete cohort of 109 first-year nursing students undertook a standardized OSCE at the end of the second semester. The OSCE was conducted under summative assessment conditions and included stations assessing professional knowledge/analytical skills, methodological/procedural skills, and social/communication skills. Each domain was examiner-rated and self-rated immediately post-exam. Of 109 students, 102 provided complete data for analysis. Discrepancy scores (self minus examiner) were analyzed using repeated-measures ANOVA, paired t-tests, and linear regressions with demographic predictors.ResultsA significant interaction between rating type and competence domain was observed (η²ₚ = 0.42, p < .001). Calibration was domain-specific: Students calibrated accurately in professional knowledge and methodological skills (both ns), but strongly overestimated social/communication skills, with a large effect size (mean difference − 0.14, d = − 0.99, p < .001). Age negatively predicted overestimation in social/communication skills (R² = 0.07, p = .006), while gender and prior healthcare training showed no associations.ConclusionFirst-year nursing students calibrated well in technical and analytical skills but overestimated interpersonal communication. In SRL terms, transparent checklist criteria support monitoring, whereas implicit interpersonal standards are harder to judge. Age, rather than gender or prior healthcare training, was associated with smaller social-domain gaps. These findings align with prior work and point to interpersonal competence as a cross-disciplinary calibration challenge. Feasible, theory-aligned steps, facilitated video review against checklists, standardized vignette calibration with expert anchors, and pre- to post-feedback self-ratings, should be piloted and evaluated longitudinally before broader adoption.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08279-0.

This study aims to describe the implementation of collaborative-based innovative learning in improving students’ social skills at MA Muhammadiyah Limbung, Gowa Regency. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation involving teachers and students. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the application of collaborative-based innovative learning fosters an active, inclusive, and participatory learning environment. Students demonstrated improvements in communication, cooperation, empathy, and problem-solving skills. Through problem-based learning and project-based learning, students were trained to collaboratively address social issues relevant to their daily lives while internalizing the values of ukhuwah (brotherhood), ta’awun (mutual assistance), and ihsan (excellence). Teachers acted as facilitators who motivated and guided students to interact positively throughout the learning process. Theoretically, these findings reinforce the theories of social interdependence (Johnson &amp; Johnson, 2009), constructivist learning (Vygotsky, 1978), and experiential learning (Kolb, 2015), all of which emphasize that social interaction and meaningful experiences serve as foundational elements in developing students’ social skills and character. Hence, collaborative-based innovative learning in Islamic educational settings not only enhances academic competence but also cultivates students’ social and spiritual character holistically.