Intrapersonal Competencies Research Articles

Transdisciplinary teaching and learning in a master’s program in urban agriculture

Purpose This study aims to explore transdisciplinary teaching and learning in a transdisciplinary master’s course in an urban agriculture master’s program. Design/methodology/approach An action research approach was used, applying qualitative methods, such as reflection notes, classroom dialogues, focus group discussions and interviews. Findings The students expressed high-level inter- and intrapersonal competencies and provided thorough insights into how they developed ideas across disciplines. However, the potential for collaborating with partners outside the university (case owners) was not fully exploited and needs further development. Originality/value The study constitutes a detailed example of the benefits and challenges of transdisciplinary teaching and learning, suggesting an integral education. It adds to the knowledge of how to develop academia further to facilitate competence for sustainable development.

Promoting sustainability literacy for students in Thai higher education institution: a case of Siam University

PurposeThe objectives of this study were (1) to explore and analyze sustainability literacy of undergraduate students and (2) to propose guidelines for promoting sustainability literacy of the undergraduate students at Siam University, Bangkok, Thailand.Design/methodology/approachA 5-point rating scale survey questionnaire was used to collect data from 235 students registered in General Education courses in Semester 2 of academic year 2022. The analyzed data was presented to a focus group discussion, conducted with 19 internal and external stakeholders, as a basis to propose guidelines for promoting sustainability literacy.FindingsThe students perceived that they had better knowledge about sustainable development and sustainable development goals (SDGs) and that their knowledge about and degree of participation in SDGs-related activities were at high level. Intrapersonal competence was rated as their highest sustainability competence, followed by futures-thinking, and systems-thinking. The focus-group suggested that competency-based GE curriculum should be used as a platform to enhance sustainability literacy. Guidelines concerning learning outcomes, learning content, learning culture, learning with technology, and learning assessment were then proposed.Research limitations/implicationsThe study’s methodological limitations include the use of purposive sample case of the Siam University and self-perceiving assessment survey instrument for the data collection that provide sufficient insights on the present state and problems concerning sustainability literacy of university students.Practical implicationsSustainability is one of the national pillars in Thailand 20 years strategy (2018–2037). Hence, the government encourages all educational institutions, including universities to transform themselves toward this goal. Siam University has used education program as a vehicle to meet this aspiration. Lesson learnt from the study will not only benefit the university per se but will be valuable for practices in other universities. In addition, findings and implications from the study will help accelerate the transformation of Thai higher education institutions toward sustainable universities.Social implicationsSustainability has been promoted in education and social context. Siam University is recognized as a leading university in promoting campus and community sustainability through our “living learning lab” approach. We have used social living labs for teaching and learning activities for years. Partnerships among academia, private and public sectors, as well as community members will benefit from this research.Originality/valueThe study explores the scholarly topic of significant social importance and implications in the Thai context. The present study on sustainability literacy opens a path for further research and cross-institutional and national comparative studies on the issue.

Managerial Strategy Facing the Challenges of Globalisation and the Digital Era

This study aims to analyse the various challenges faced by Islamic Religious Education (PAI) teachers at Junior High School (SMPN) 3 Palembang in the era of globalisation and to identify managerial innovations that can be applied to improve the quality of Islamic religious education. This study uses a qualitative approach with a case study type at SMP Negeri 3 Palembang. Data was collected by interviewing teachers and principals, observing how schools implement managerial strategies, and documenting the Learning Implementation Plan, training reports, policies, and student learning outcome data. Data validity testing with triangulation of sources and methods. Qualitative data analysis using Miles and Huberman. The results of the study show that the challenges faced by SMP Negeri 3 Palembang include challenges in the use of technology, challenges in teacher competence, and challenges in diversity. Managerial strategies begin with planning with technology training, developing teacher intrapersonal skills, and developing a progressive curriculum. Organisation with collaboration between the treasurer, school committee, and parents of students for technology development, curriculum deputy for development of teacher intrapersonal competence, and curriculum team with Islamic Religious Education teachers for integration of multicultural values. Implementing technology integration in learning, training for teacher competency development, and integrating multicultural values ​​in learning. Control with evaluation of the effectiveness of the use of learning media, evaluation of the application of learning models for teacher competency and evaluation of multicultural values ​​in teaching. Further research is recommended to explore the long-term impact of technology training and multicultural values ​​on student development and evaluate the effectiveness of new teaching methods in the context of cultural diversity in other schools.

Enhancement of Psychosocial Competence and Well-Being of Chinese High School Students under the COVID-19 Pandemic: Tin Ka Ping P.A.T.H.S. Project in Mainland China

AbstractMental health problem is a growing problem in mainland China and the situation has worsened under the COVID-19 pandemic. Besides focusing on tertiary and secondary prevention strategies, there is an urgent need to enhance the well-being of adolescents through primary prevention programs. During the pandemic, a positive youth development program entitled “Tin Ka Ping P.A.T.H.S. Program” was implemented in schools in mainland China. In 2022/23 academic year, students were invited to write a weekly diary on their experience about the program after completion of the program (N = 2,337). Qualitative evaluation showed that 98.2% of the students perceived the program was beneficial to their well-being in different domains. Specifically, students perceived the program enhanced their sense of community, school and academic adjustment, interpersonal relations (family relations and peer relations), and intrapersonal competence (including optimism, resilience, positive coping with stress, spirituality, life meaning and cherishing one’s life). In conjunction with other quantitative and qualitative evaluation findings, the triangulated findings strongly suggest Tin Ka Ping P.A.T.H.S. Program is a promising program that enhances the psychosocial competence and quality of life of adolescents.

Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies

Methodologies for future-oriented research are mutually beneficial in highlighting different methodological perspectives and proposals for extending higher-education didactics toward sustainability. This study explores how different augmented-reality applications can enable new ways of teaching and learning. It systematically investigates how student teachers (n = 18) in higher education experienced ongoing realities while designing learning activities for a hybrid conference and interconnecting sustainability knowings via didactic modeling and design thinking. This qualitative study aims to develop a conceptual hybrid framework concerning the implications of student teachers incorporating design thinking and inner transition into their professional work with future-oriented methodologies on didactic modeling for sustainability commitment. With a qualitative approach, data were collected during and after a hackathon-like workshop through student teachers’ reflections, post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressive learning and a transition in sustainability mindset through the activation of inner dimensions. Findings reinforcing sustainability commitment evolved around the following categories: being authentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinking long-term-oriented (futures-thinking competence on implementing didactics understanding), relating to creative confidence (values-thinking competence as embodied engagement), and acting based on perseverant professional knowledge-driven change (bridging didactics) by connecting theory-loaded empiricism and empirically loaded theory. The results highlight some of the key features of future-oriented methodologies and approaches to future-oriented methodologies, which include collaboration, boundary crossing, and exploration, and show the conditions that can support or hinder methodological development and innovation.

Bridging the gaps in patient education through aesthetic-based education: A concept analysis study.

Aesthetics is a branch of philosophy that has been entered into the philosophy of education for a long time. Reviewing the concept of aesthetics in education, we can see the components that can cover a number of challenges in the field of patient education. Focusing on the conceptual dimensions obtained from the analysis of this concept, the aim is matching the resulting conceptual categories with the gaps in the field of patient education. Using a scoping review, we reviewed the literature dealt with different dimensions of aesthetic-based education. Walker and Avant's concept analysis approach was used to inductively analyze the content obtained from the review of literature. The data were divided into three general groups of antecedents, attributes, and consequences of the aesthetic-based education concept, and the final conceptual model was defined. Interdisciplinary comparisons between educational and medical sciences were made to match the concept of aesthetic education with the field of patient education to cover its issues. During the scope review process of the texts, after screening the articles, 17 articles selected to enter the concept analysis stage. Concept analysis phase showed that the main conceptual categories of antecedents of aesthetic-based education are aesthetic-based intrapersonal competencies and aesthetic capacities of educational setting. The attributes include aesthetic-based educational content and teaching methods including unity in diversity, combination with art and being based on empathy. The consequences include subliminal learning and constraint-free learning. These conceptual dimensions can cover four important issues in patient education including patient satisfaction, pedagogical competences of health educators, patient centeredness, and empathetic relationship. Applying aesthetic concept in the patient education process can bridge part of the gaps in this process. So, this study can be an introduction to future innovative models based on aesthetic paradigm in the field of patient education.

Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management

ABSTRACT Background “21st century learning” is reliant on not only cognitive competencies such as problem-solving, but also interpersonal (e.g., collaboration) and intrapersonal (e.g., self-regulation) competencies. Building on research in K-12/undergraduate contexts, we investigated cognitive, interpersonal, and intrapersonal learning tactics in a sample of working adults. Method We conducted 75 interviews with adults in an online Master’s in Computer Science (CS) program. We used thematic analysis to organize participants’ learning tactics into five key strategies and interpreted strategy/tactic use in the context of a well-known 21st century learning framework. Findings Interpersonal tactics were perceived as critical across domains, while the relative salience of intrapersonal and cognitive tactics differed depending on the nature of the task. This highlights: (1) critical differences between effective strategies for managing learning itself versus non-learning demands and (2) the value of “making space” for learning alongside other domains of adult life (e.g., work/family). Contributions We differentiate between tactics employed to master course content (e.g., via educational technology) and those facilitating the development of a supportive learning environment (e.g., via regulation of resources across domains and over time), show utility of the 21st century learning framework for working adults in CS, and discuss issues of identity and learning management.

<p>Learning patterns and social-emotional learning of balkan students in secondary education: a cross-cultural discussion</p>

Introduction. In the present study, components related to learning patterns and socio-emotional learning are measured in a sample of adolescents from the Balkan Peninsula in order to understand the relationship between these two constructs. Method. High school students from Albania, North Macedonia and Kosovo (N = 240) completed surveys designed to measure learning patterns and social-emotional competencies. Participants responded to a modified version of Vermunt's Inventory of Learning Styles (ILS) and the Panorama’s SEL Measures survey. Results. The results show that the responses of high school students in the Balkan peninsula are organized in a three-pattern structure: the first factor is a saturation of the components of the MD and AD patterns; the second factor groups the components of the RD and UD patterns. The third factor is the so-called passive pattern and the result of the combination of several beliefs (conceptions and learning orientations). Moreover, the results suggest that there is an overt connection between learning patterns and social and emotional learning and its interpersonal and intrapersonal competencies. Discussion and Conclusion. The connection between learning patterns and social-emotional learning seems to be relevant for improving future learning strategies and the development of healthier relationships. Moreover, the results suggest that Educational Psychology researchers and educators must understand and work together in the design of learning and teaching models that go beyond the acquisition of knowledge and skills.

Modelling the influence of managerial competence on managerial performance in the Ghanaian banking sector

The importance of human resource for the success and growth of every organisation, including banks in developing economies, cannot be underestimated. The banking sector in Ghana, a developing economy, has recently faced some significant performance-related difficulties, such as suspending the licences of new banks, raising the minimum capital required, and recording fraud cases. These developments in the banking sector seriously questioned the managerial competencies of bank managers providing leadership roles to these banks in Ghana. It was for this purpose that this study examined the influence of managerial competence on the performance of branch and operational managers in the Ghanaian banking sector. The study sought to achieve, among other things, to explore how managerial competencies such as customer value management, interpersonal, leadership and intrapersonal relate to managerial performance in the banking sector of Ghana. The study adopted the quantitative approach from the positivist philosophical perspective and, specifically, the cross-sectional survey method. A sample of 127 branch and operation managers from the sixteen administrative regions of Ghana was drawn for the study. Data were collected with an adopted questionnaire and analysed with partial least square structural equation modelling. The study found a significant relationship between customer value management, interpersonal, leadership, intrapersonal, technical competencies and managerial performance in the banking sector. The relative importance of each of the five managerial competencies found was customer value management competence, interpersonal competence, leadership competence, intrapersonal competence and technical competence. The study concluded that managerial competence relates to managerial performance in the banking sector in Ghana. The implications of the findings of this study are that human resource managers in the banking sector should pay attention to these managerial competencies in hiring and developing managers for their branch and operational managerial positions in developing economies.

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

IntroductionThe adaptation of universities to the new guidelines set by the European Higher Education Area implies relevant changes. Among them, a teaching model more focused on the student and his or her learning than on the teacher and the subject, new active teaching-learning methodologies and the development of competences through the acquisition of learning outcomes; all with the aim of contributing to the integral formation of the university student. The integral formation, enabling each student to discover and realize their own life project, is nourished by educational accompaniment and the development of competences. A concrete form of educational accompaniment is mentoring. The objective of this study is to evaluate the formative effectiveness of an innovative mentoring program in the development of transversal competences as a means to achieve the ultimate mission of the university: to provide a comprehensive education to students.MethodsThe design of this research is quasi-experimental (pretest-posttest). The sample consists of more than 300 first-year students of the Universidad Francisco de Vitoria who participated in the mentoring program. A questionnaire on transversal competences and group interviews were used as measurement instruments.ResultsThe results showed significant differences in the level of acquisition of intrapersonal competences between the pre-treatment and post-treatment periods, in favor of the latter. This fact suggests that students improved their level of intrapersonal competences thanks to the mentoring program. These results are subsequently supported by the analysis of the group interviews.DiscussionTherefore, it can be concluded that this type of mentoring program is a valid example for the development of intrapersonal competences, which in turn contributes to the integral formation of the student.

Fighting Aggression in the Schools: Evaluating the Second Step Curriculum

Safety concerns, increased staff turnover, emotional problems, and truancy are just a few outcomes of aggressive behavior in schools (Ellis, 2019). Schools should consider implementing prevention-based aggression programs to obtain long-term benefits (James et al., 2019). Some prevention programs focus on social–emotional (SE) skills like emotional awareness, empathy, regulation, and relationship skills (Taylor et al., 2017). Others address deficits in executive functioning (EF) such as inhibitory control, working memory, and attention (Diamond & Ling, 2016). Second Step was designed to address both EF and SE skill deficits. These early skills have been found to be more important to overall educational achievement than interventions for learning basic numbers and letters (Upshur et al., 2019). The goal of Second Step is to promote interpersonal and intrapersonal competencies while reducing social, emotional, and behavior problems in school settings (Moy & Hazen, 2018). Second Step is an early intervention and prevention curriculum designed to teach children from preschool through eighth grade. Second Step is heavily rooted in social learning theory (SLT), which describes how children learn from observing others (Ahn et al., 2019). The program uses SE strategies to help students learn to recognize and control emotions, gain empathy, form healthy relationships, engage in effective decision making, and deal with challenging situations (Moy & Hazen, 2018).

The Development of Teachers’ Competencies Within Polish Pre-Service Teacher Education. The Analysis of the Legal Act From the Perspective of International Baccalaureate

The article presents the results of the analysis of the legal foundations of pre-service teacher education in Poland. The inspiration for this study was our previous research on teachers implementing international programmes in Poland. Our findings show that these teachers do not feel prepared to work in international schools that require specific competences. Therefore, we decided to analyse the main legal act regulating pre-service teacher education and to verify if and to what extent the Polish legislator took into account competencies especially needed in international schools. The results of our analysis show that the Polish law puts special emphasis on the development of teachers’ cognitive competencies (teaching subject knowledge, teaching methods, goals of the Polish education system) and interpersonal competencies (communication, reflection on the professional practice). On the other hand, leadership competencies are less emphasised. It is also difficult to find competencies related to global awareness, understood as the ability to understand the contemporary world, combined with the recognition of global and local connections. Intrapersonal competencies were not considered at all. We do not treat this legal status of the pre-service teacher education as a weakness, but rather as its specificity, resulting from the fact that international schools constitute a small percentage of all schools in Poland. Presenting here the polish example, we are curious how it is in other countries, and we are convinced that further comparative research on pre-service teacher education in Europe will be interesting and necessary for a better understanding of this process and its effects.

Refleksi Kepercayaan Kepala Sekolah: Studi Narative Inquiry Dalam Konteks Kepemimpinan

This research was conducted with three objectives, namely to find out (1) the principal's reflection on trust in the context of leadership; (2) The vice principal's reflection on trust in the context of being led; (3) The leadership relationship between the principal and the vice principal. The research method is a Narrative Inquiry Study and a qualitative approach. Participants consisted of the researchers themselves, teachers, vice principals and school principals. This research was conducted at SMKN 26 Pulo Gadung, East Jakarta. Data collection techniques with various types of field texts from photos, field notes, and transcripts of conversations to interview transcripts. Data analysis technique with resto-rying stage (telling back) and coding for themes (codification). Research results In terms of intrapersonal competence, principals are very confident to be able to analyze problems and opportunities. The type of leadership management in the school is participatory management and there is mutual trust from all structural members who are in charge and fulfill their respective responsibilities. If the leader's trust cannot be given, the organization's journey will be confused in determining the direction.

Refleksi Kepercayaan Kepala Sekolah: Studi Narative Inquiry Dalam Konteks Kepemimpinan

This research was conducted with three objectives, namely to find out (1) the principal's reflection on trust in the context of leadership; (2) The vice principal's reflection on trust in the context of being led; (3) The leadership relationship between the principal and the vice principal. The research method is a Narrative Inquiry Study and a qualitative approach. Participants consisted of the researchers themselves, teachers, vice principals and school principals. This research was conducted at SMKN 26 Pulo Gadung, East Jakarta. Data collection techniques with various types of field texts from photos, field notes, and transcripts of conversations to interview transcripts. Data analysis technique with resto-rying stage (telling back) and coding for themes (codification). Research results In terms of intrapersonal competence, principals are very confident to be able to analyze problems and opportunities. The type of leadership management in the school is participatory management and there is mutual trust from all structural members who are in charge and fulfill their respective responsibilities. If the leader's trust cannot be given, the organization's journey will be confused in determining the direction.

A Needs Analysis for Embedding Sustainable Finance Competences into Vocational Business Education in the Baltic Region

Aim. The aim of this article was to analyse relevant literature as well as financial services sector professionals’ expectations on future sustainability competence needs among vocational business graduates as part of an ideation process to design an open online course within the project “Sustainability in Finance – SuFi” (2020-2022). Methods. The online mixed-method survey was elaborated using Google Forms and Webropol and distributed via email among finance services industry professionals in Finland, Latvia, Estonia, and Aland Islands. In total, 221 responses were obtained. The qualitative and quantitative data analysis was performed using NVivo and SPSS. Results. Qualitative data analysis revealed that the conceptual knowledge of business graduates was the most frequently mentioned category, followed by procedural knowledge. Among the key competencies in sustainability, the most necessary was intra-personal competence, followed by inter-personal competence. Quantitative data analysis revealed that the top three sustainable finance competencies in demand within respondents’ organisations were: to understand relevant driving sustainable forces, to think and operate with a long-term perspective, and to communicate sustainable financial information in a meaningful way. Conclusion. In the Baltic Region’s finance sector, there is a need for a more holistic view for understanding the market as part of society as a whole and also the meaning of understanding long-term horizons. The competencies that financial services sector professionals found important for vocational business graduates in future work were used as an input for elaborating vocational business education study courses.

Towards meta–competences in higher education for tackling complex real–world problems – a cross disciplinary review

Purpose Climate change, poverty and pandemics are some of the complex real-world problems that are increasingly challenging higher education institutions (HEIs) to equip future graduates with meta-competences that have hitherto not been demanded. These graduates need to be able to capture and operate within complex systems and relationships. By focusing on complex real-world problems, this study aims to systematically review competences and frame meta-competences supporting curricula development in HEIs. Design/methodology/approach This study applies a systematic literature review according to the review protocol of Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The review process resulted in the selection of 39 articles, which were subjected to qualitative synthesis to identify competences for tackling complex real-world problems. These competences were grouped into meta-competences and aligned with the Sustainable Development Goals (SDGs). Findings Scientific disciplines commonly describe four competences for tackling complex real-world problems including domain-specific competence, inter-relation competence, intrapersonal competence and normative competence. Originality This study found that inter-relation competence is in line with all the SDGs, which is considered important for tackling complex real-world problems across disciplines. Research limitations/implications A study in a survey design across disciplines and a weighting of these competences in respect to complex real-world problems aligned with the SDGs could contribute to a more consolidated and common understanding of the meta-competences identified.

MODEL OF PROJECT-BASED AND INTRAPERSONAL AND INTERPERSONAL COMPETENCES-INFUSED LEARNING IN WRITING CLASSES

This study aims to analyze the employment of project-based learning and the accommodation of intrapersonal and interpersonal competences in the existing models of learning in writing classes of English Language Education Study Program. The data were the components of models of learning in five writing courses syllabuses of five different universities along with their teaching and learning activities. A qualitative research design was employed in conducting this study followed by document analysis and observation as the instruments. The result showed that the existing models of learning mostly employed Direct Instruction and Computer-Assisted Instruction which are supported by Behavioral Approach, and Reciprocal Teaching and Scaffolding which are supported by Cognitive Approach. The employment of Project-Based Learning and the accommodation of Intrapersonal & Interpersonal Competences mostly occurred merely in the component of Technique; Teaching and Learning Activities. In employing Project-Based Learning, none of the universities employed Project Manager indicator. Also, in accommodating the Intrapersonal Competences, none of the universities put them to the first component of Approach: Course Description. Whereas the Interpersonal Competences were accommodated to all components of the existing models of learning.

65 competencies

Delphi study sets out to identify essential cognitive, interpersonal, and intrapersonal competencies needed for success in data analytics.

Психологическое содержание и факторы внутриличностной компетентности женщины в диаде «женщина–мужчина»

We present the issue of the relationship between a man and a woman, analyze the concept of intrapersonal competence of a woman in a relationship with a man. This concept is considered from the point of view of different researchers. Structural components of intrapersonal competence are given: motivational, cognitive, executive, evaluative, relational and regulatory. The motivational component reflects the woman’s need for self-realization. The cognitive component reveals the reflection and reproduction of images of communication partners and relationships in dyadic interaction. The executive component reflects the strategies of a woman, applied by her in resolving a conflict with a man. The evaluation component reveals the level of satisfaction with relationships, which, in turn, is determined by the psychological maturity of the woman and her choice of adaptive coping strategies in dyadic interaction. The relational component reveals compatibility in the dyadic interaction “woman–man”. The regulatory component is determined by the forms of personal behavior of partners, their complementarity and congruence of assessments in dyadic interaction. Psychological factors are the fundamental reasons for the development of a woman’s intrapersonal competence, which are the source for starting the entire process of developing relations between partners, which determined its result. To optimize the factor solution we use the Varimax rotation method, which maximizes high loads on the factors and minimizes small loads. As a result, 5 factors were identified that explain most of the variability in the answers of the subjects: social emotional competence, competence in interaction with a partner, personal competence (understanding oneself and managing oneself), idealization of the image of a desired partner, tolerance and acceptance of others.

The Effect of Friends Counseling on Social Interaction of Students of Class XI IPA 5 MAN 3 Medan

This study aims to determine the effect of peer counseling on the social interaction of students in class XI IPA 5 MAN 3 Medan. This study uses a quasi-experimental method. The sample is 36 students of MAN 3 Medan. Data collection techniques were carried out through the distribution of questionnaires. The data were analyzed using a different test. The results showed that: There is an effect of peer counseling on social interaction of students in class XI IPA 5 MAN 3 Medan with the calculation results obtained by the price tcount ttable = (14.66 > 1.688). Therefore, it can be concluded that peer counseling to improve intrapersonal competence, one of which is the problem of social interaction, is considered feasible to be used as a counseling service that can be modified according to conditions, schools and student problems.