Leadership Skills In Students Research Articles

Challenges in Student Centered Learning

Abstract: In a student- centered approach the student is at the center of student-centered learning, where learning is dependent upon the learner's interest. It empowers learners to take ownership of their learning process, encouraging and experience real life situations. The goal of this project is to determine the challenges schools, teachers and students are facing in adopting modern technologies. The author discussed the types of student-centered learning and how a teacher can gain attention of students while using gadgets. The Prons and cons of applying student focused learning is mentioned in the article. It also shows how it is different from traditional ways of teaching and its changes are beneficiary for student and teacher. Therefore, NEP 2020 emphasizes education for all children but on the needs of the student rather than the teacher. The scaffolding means teacher helps students through their guidance, but the completion of activity is done by students. in student learning approach the student not only enhances the confidence but also use the cognitive and abstract thinking. This approach also develops the leadership skills of students and brings harmony among peer groups. The challenge teachers are facing is to use individualized plans for every diverse need of students. There is an enormous difference between student centered and traditional ways of teaching. The students are given opportunities to explore more and focus on practical work. Students become more responsible for their future course of action. In student centered learning, the students do abstarct thinking and teachers take them to field work for real life experiences. Many different commissions are developed by government of India to engage every student in practical world and give them opportunities to become a successful citizen. E- learning is the best example for student involvement in online mode with their peer group. Some of the tasks are given online by a teacher like making PPT whitehanded the computer skills and confidence of student in giving presentation.

Students-staff classroom co-creation as model of employability skills development in a Nigerian university

PurposeThe paper explored students-staff classroom co-creation and students' involvement in out-of-class engagements as means of fostering employability skills in higher education institutions (HEIs). The paper aimed to present an alternative but equally effective means that HEIs can leverage to foster relevant 21st Century employability skills among undergraduates using day-to-day in-class and out-of-class activities and other non-formal campus activities.Design/methodology/approachThe study adopted descriptive survey design. A total of 350 undergraduates who participate in out-of-class activities were purposively selected from seven (7) faculties. An instrument designed by the author was used to gather data for the study. The instrument was subjected to Cronbach Alpha analysis for item-by-item consistency and it yielded the reliability co-efficient of 0.88. Data collected from the respondents were analyzed using descriptive statistics of frequency count, mean and standard deviation.FindingsInteractive classrooms, where students and lecturers co-create to provide solutions to problems enhance students' self-esteem, problem solving, analytical, communication and leadership skills amongst others. It was also found that students who got involved in one or more out-of-class activity on campus acquire specific competencies such as networking, collaboration, communication, leadership, multidisciplinary thinking, etc.Research limitations/implicationsDue to a limited sample size, it might be inappropriate to generalize findings. Researchers are encouraged to test this proposition further.Practical implicationsThe paper highlights the need for HEIs to leverage student-staff co-creation and out-of-class engagement in their bid to produce employable graduates.Originality/valueThis paper clearly presents alternative but effective means of fostering employability in HEIs.

Exploration of virtual reality as a tool for simulating leadership and teamwork situations among university students

In the current educational context, virtual reality emerges as a revolutionary tool. By immersing students in immersive simulated environments, it facilitates deep understanding of abstract concepts and practical application of knowledge. The present study seeks to analyze the application of virtual reality as a tool to improve leadership and teamwork skills among university students through a literature review. A literature review of existing literature on the topic of virtual reality and its application in higher education was carried out, focusing specifically on studies that address the simulation of leadership and teamwork situations. Relevant research that provided insight into the benefits and challenges of VR in this context was selected and reviewed. The results of the literature review revealed a variety of studies that support the potential of virtual reality to improve the leadership and teamwork skills of university students. Virtual reality has been found to provide immersive experiences, safe environments, and immediate feedback that promote the development of these skills. However, challenges such as assessing the impact and accessibility of the technology have also been identified.

Assessing The Academic Leadership Styles and Leadership Skills of BEED Students

Assessing The Academic Leadership Styles and Leadership Skills of BEED Students

Middle School Student's Leadership Skills and Their PE Class Participation

The research areas of physical participation (participatory discussions, sports and outdoor activities, collaborative activities) and leadership (self-confidence, communication skills, intelligence, cooperation and teamwork, decision-making skills, value formation) provide the basis for improving students' Learning efficiency and autonomy. They deepen student engagement in participatory discussions, physical and outdoor activities, and collaborative activities and increase the effectiveness of student leadership development. These areas have improved the academic standards of Nanyang middle school students, contributed to teaching input, and helped students develop classroom participation and leadership skills. This study randomly selected 568 students and analyzed the data collected using a descriptive correlational design and Statistical Package for Social Sciences (SPSS). Research results show that improving the level of participatory discussions, sports and outdoor activities, and collaborative activities can effectively promote the improvement of students' leadership levels, including self-confidence, communication skills, intelligence, cooperation and team spirit, decision-making skills, values, etc. formation, ultimately improving students’ academic performance. In order to better cultivate students' sports participation ability and leadership thinking ability, teachers must take relevant measures in teaching. For example, strengthen the cultivation of leadership skills of middle school students, focus on curriculum design, improve students' participation in physical education classes, optimize physical education courses, design rich sports projects, implement intervention projects, and improve the quality of middle school students. Leadership skills and participation levels in physical education classes are critical. Students need independent learning and leadership skills to increase their level of classroom participation. Ultimately, these strategies help students develop leadership skills, broaden their horizons, and become confident, adaptable thinkers.

RESEARCH AND EXPERIMENTAL APPROBATION OF PEDAGOGICAL TERMS FOR THE FORMATION OF STUDENTS’ LEADERSHIP SKILLS IN THE INNOVATIVE EDUCATIONAL ENVIRONMENT OF THE LYCEUM

The study reveals the problem of the formation of leadership skills in students of general secondary education institutions. The article aims to investigate the technique of formation of students’ leadership skills in the innovative educational environment of the lyceum. The research used both theoretical methods (analysis, generalization, modelling and design), and empirical methods, among which the pedagogical experiment was the leading one. It has been found that leadership skills are essentially a set of stable personality characteristics that ensure the effectiveness of activities and aid in taking the position of a leader in a group, are manifested in organizational skills, and can significantly influence the behaviour and mood of people, allow being an example for imitation. Leadership skills of students of general secondary education institutions are presented as a system of four groups – personal, cognitive, social and civic skills. The criteria for the formation of students’ leadership skills have been identified, among which are motivational, cognitive, activity-based and evaluative-reflective ones. During the diagnostic experiment the lack of students’ leadership skills according to certain components and criteria was recorded. It has been emphasized that removing the causes and difficulties in the formation of students’ leadership skills is possible if certain pedagogical terms are observed. These are the following: the development of student’s motivation for the formation of leadership skills; the shaping of an educational environment focused on the formation of students’ leadership skills; the creation of educational and methodical support for the formation of leadership skills; elaboration of the school’s partnership with stakeholders. The content of the research-experimental approbation of pedagogical conditions for the formation of students’ leadership skills was disclosed. The substance of the complex technique, which ensured the creation in the educational process of the lyceum of certain pedagogical terms for the formation of leadership skills in students, was outlined. The complex technique was implemented throughout the motivational-preparatory, developmental, formative, and control-corrective stages. In consequence of the approbation, pedagogical terms and tools for the leadership skills formation in students have been developed and implemented, namely: information, computer and Internet technologies, cases, projects, test methods, portfolios, business games, role-playing, situational and simulation games, brainstorming, interactive methods, student self-government, briefing, debate; the concept of an educational and developmental environment focused on the formation of students’ leadership skills; forms of work to shape leadership skills in students: thematic lessons, training, virtual and thematic excursions, club work, electives, senior school leaders’ summit, round table, charity events, volunteer work; methodical support for the formation of teachers’ readiness to educate students’ leadership qualities: training classes “7 habits of highly effective people”, training session “Formation of leadership skills” (12 hours); methods of stimulating students to leadership and leadership behaviour via educational situations (cognitive, evaluative, and alternative ones), technologies for creating a situation of success, project activities; a package of methodical support to assist teachers, parents and the public in the formation of leadership qualities in students. Based on the results of qualitative, quantitative and statistical analysis, the effectiveness of the developed pedagogical terms for the formation of leadership skills in students in the innovative environment of the lyceum has been proven.

THE DEVELOPMENT OF A MODEL TO ENHANCE STUDENT TRANSFORMATIONAL LEADERSHIP SKILLS FOR APPLICATION-ORIENTED UNIVERSITIES IN SHANXI PROVINCE, CHINA

In this research, the primary purpose was to create a model for developing transformational leadership skills for application-oriented university students in Shanxi, China. The aim was to help college students smoothly enter society and have better career prospects. This study utilized qualitative and quantitative methods, conducting content analysis on ideal AOUs student transformational leadership skills, which include a sense of responsibility, self-dedication, vision, teamwork, innovation, problem-solving skills, communication, and listening. The results of the content analysis were validated by five experts. The study also collected 1,002 survey questionnaires from AOUs students in Shanxi, China.
 The study found that five leadership activities influenced the level of transformational leadership skills: participation in leadership workshops, students’ councils, student clubs, volunteer activities, and social practice activities. Additionally, the study highlighted the similarities between Chinese Confucian thought and Western transformational leadership theory. The four philosophical ideas of Confucianism were found to be applicable in understanding Western leadership theories and guiding students' participation in related activities. The recommendations emphasize the prioritization of transformational leadership skills by stakeholders, recognizing their broad utility and crucial role in students' future success.

The role of teachers in the development of student’s leadership skills

Understanding the trend of supply and demand in the labor market is important for different categories of stakeholders. For higher education institutions understanding of these trends is crucial in reforming educational programs and academic disciplines to better serve society, the economy, and businesses. For individuals, knowledge of trends can be a key factor in educational and career decisions. Trends in changes in key skills were analyzed and it was concluded that critical thinking, creativity, complex problem solving, leadership and social impact remain important in the process of global change. The influence of teachers on the development of leadership skills of students in the process of academic counseling was identified and the approaches of researchers to the quality teaching in higher education were analyzed, the skills necessary for teachers to develop leadership skills were determined, the leading role and functions of academic counseling for the development of leadership skills of students were defined. It was found that the level of development of the teacher's leadership skills directly affects the development of students' leadership skills. Students' interactions with their academic advisors have been found to play an important role in their overall learning experience. It is noted that tools for developing students' leadership skills can be modeling, group work, debates, etc., participation in which contributes to the formation of such leadership skills as vision; teamwork; communication; problem solving; teaching; motivation; management and decision-making.

DEVELOPMENT OF LEADERSHIP SKILLS IN STUDENTS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

Today’s realities require graduates not only to be academically successful, but also to be able to interact effectively with the world around them, to be active participants in social and professional life. Leadership skills are becoming critical for successful adaptation in a rapidly changing environment. Educational institutions play a key role in shaping personal traits, including leadership skills. They should ensure that students understand the importance of cooperation, develop the ability to take initiative, solve problems effectively, lead a group and influence others. Developing leadership skills in general secondary education students is an important task aimed at developing students' personal qualities and social competences.
 Leadership skills enable graduates to work effectively in a team, take responsibility for their actions, solve problems, set goals and inspire others. This article focuses on the important issue of developing leadership skills in students of general secondary education. Leadership skills are a set of competences that contribute to effective teamwork, acceptance of responsibility and development of individual potential. The article examines the main aspects of the process of developing leadership skills among schoolchildren. The role of leadership in various spheres of life is analyzed and the need to prepare young people for an active role in society is identified. Particular attention is paid to the development of communication skills and the importance of the ability to communicate effectively, listen to others and argue one's position. Examples of practical methods of developing communication skills in the school environment are given. The article discusses the need to encourage students to be independent in their decision-making. Arguments are presented in favor of creating an educational environment that promotes initiative and creativity. Teaching conflict management, as leadership skills include the ability to effectively manage conflict. The article discusses methods of conflict resolution and ways to integrate them into the educational process. The article analyses the role of emotional intelligence in the development of leadership skills. Practical recommendations for developing students' self-regulation and empathy skills are given. The article also emphasizes the importance of the role of teachers and educational programmes in the process of developing leadership skills. It discusses methods of introducing leadership aspects into the curriculum and emphasizes the importance of the teacher's role as a role model. Finally, the article summaries the presented concepts of developing leadership skills in students. It calls for the integration of approaches into the educational process in order to prepare young people for an active and successful life, contributing to their professional and personal development.

Leadership Skills of Physical Education Students in China towards the Development of an Innovative Training Model

Leadership Skills of Physical Education Students in China towards the Development of an Innovative Training Model

The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills

This research was a Participatory Action Research (PAR) methodology to implement the project “The Collaborative Power of Teachers to Strengthen Student's Global Leadership Skills in Na-ngiw Wittayasan School”, which is part of the Doctoral Program in Educational Administration's research program on 21st-century education, Mahamakut Buddhist University, Isan Campus with the concept of "Cooperative Action for Better Change". From the Planning, Acting, Observing, and Reflecting (PAOR) 2 cycles. Cycle one for each semester in the academic year 2022, with 25 teachers as research participants and 640 students in the development target group and the objectives were: 1) To change the level of practice of the research participants and The Global Leadership Skills of students to improve. From the comparison of 3 phases: before and after the practice in the 1st cycle and after the 2nd cycle practice. 2) To create learning from practice and 3) to gain knowledge from practice. The results of the research revealed that 1) there was a change for improvement, respectively, for the teachers who were research participants, the average scores from the performance assessment results were higher, respectively, from 2.92 to 3.06 and 4.00. As for the students who are the target group for development, the Global Leadership Skills assessment was also at a higher level, respectively, from 2.47 to 3.17 and 3.59. 2) The research team, the research participants, and Na-ngiw Wittayasan School gained much proficiency. 3) Generate knowledge from practice that demonstrates the cause-and-effect relationship of the applied driving force that results in a change. Including, resistance to change and how to overcome resistance to change which in this research is called “Na-ngiw Wittayasan School Model: The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills”

Representation of Ataturk’s Leadership Qualities in “The 8th Grade Textbook for The History of Turkish Revolution and Kemalism’’, in the Context of the Skills Relevant to the 21st Century.

Textbooks are among the important means of education in terms of instilling leadership skills in students. The characters presented as models in the textbooks play an important part in building up such leadership skills, with the help of quotes from such characters, texts written with reference to them, and the activities developed accordingly. Thanks to his leadership qualities, Mustafa Kemal Ataturk is one such character, who continues to provide guidance even after a century. As a model for the students, he arguably plays a role in helping students develop leadership skills. Therefore it is important to analyze his description in the textbook, from a scientific perspective. Against this background, this study presents an analysis of the 8th grade textbook for “The History of Turkish Revolution and Kemalism” course used in the academic year 2021-2022, with reference to Ataturk’s leadership traits and the types of leadership deemed important in the 21st century (Strategic, Authentic, Charismatic, Servant, Transformative, Transactional etc.). The data gathered through document review were than subjected to descriptive analysis. The analysis led to the conclusion that the text represented Ataturk’s leadership traits in tune with the types of leadership prevailing in the 21st century. It is also understood that Ataturk’s strategic, visionary, transformative, charismatic, entrepreneurial, and creative leadership skills were more prominent in the text.

Leadership Skills of Undergraduate Students at the Hashemite University and Sultan Qaboos University: Comparative Study

Leadership Skills of Undergraduate Students at the Hashemite University and Sultan Qaboos University: Comparative Study

Research on the Current Situation of Leadership Skills of Students Majoring in Physical Education—Take Yingtan City, Jiangxi Province as an Example

Research on the Current Situation of Leadership Skills of Students Majoring in Physical Education—Take Yingtan City, Jiangxi Province as an Example

Enhancing Student Leadership Skills through Project-Based Learning in the Postgraduate Research Experience

Project-based learning (PjBL) is one of the learning models recognized by education experts as an effective method of achieving learning objectives in developing process skills; however, few studies have examined its potential for fostering leadership skills. This study aims to investigate postgraduate teacher students' experiences with project-based learning as a means of developing students leadership skills. The research involved 24 postgraduate students and utilized a qualitative approach to data collection and analysis. The findings reveal that while some aspects of project-based learning were perceived as straightforward, other steps were deemed challenging, particularly those that involved higher order thinking skill and emotional consideration. However, the process of interaction and communication during the learning process appears to be a critical factor in the development of leadership skills. These results suggest that further research is needed to explore the potential of project-based learning for developing postgraduate student leadership and to identify effective strategies for implementing this approach. Overall, this study highlights the importance of integrating leadership development into educational curricula and the need for ongoing professional development for teachers to effectively facilitate leadership skill development.

Development and Implementation of an Academic and Professional Nursing Organization Partnership to Enhance Leadership Skills and Knowledge About HIV-Related Nursing Care Among Diverse, Prelicensure, Clinical Nurse Leader Scholars.

Historically, racial discrimination, few role models, and a general lack of support both in academic and professional contexts has hindered the education and career advancement of minority nursing students. The American Association of Colleges of Nursing (AACN), in its G uiding Principles for Academic-Practice Partnerships , describes the creation of an academic-professional nursing organization partnership to address barriers to the success of nursing students from underrepresented groups. In keeping with the AACN's guiding principles, the University of Maryland School of Nursing and the Association of Nurses in AIDS Care (ANAC) developed a partnership to deliver a multifaceted program for prelicensure, second-degree, Master of Science in Nursing, Clinical Nurse Leader Scholars which prepares them to address the health care needs of people living with HIV/AIDS and bolsters student leadership knowledge and skills. The objective of this article is to describe the program components, outcomes, and lessons learned from this academic-professional nursing organization partnership. The approach described may be useful for future partnerships designed to enhance leadership experiences and skills for minority nursing students and will hopefully be used to advocate for their success.

Leadership Training in Undergraduate Medical Education: A Systematic Review

Background: This review seeks to characterize existing curricular interventions implemented to develop leadership skills in undergraduate medical students at LCME-accredited medical schools and elucidate best practices for leadership curriculum development. Methods: PRISMA guidelines were used to guide the review. Comprehensive literature searches of five databases retrieved peer-reviewed journal articles with empirical data published in English. Two phases of screening were conducted to identify studies describing leadership development curricular interventions, followed by data extraction and synthesis. Results: Comprehensive literature searching and hand searching identified 977 articles potentially eligible for inclusion, with a final set of 16 articles selected for the review. A majority of the leadership development programs targeted preclinical students, while others spanned the entire curriculum. "Mixed settings," including both classroom and clinical and community components were common. There was a wide range of cohort sizes spanning from over 100 students to fewer than 10. Using the competencies defined by Mangrulkar et al, we determined that all of the programs described leadership skills development, including conflict management and emotional intelligence. Out of the 16 selected studies, curricula that emphasized the development of skills were evidence-based medicine and practice, and 6 curricula targeted interprofessionalism. Conclusions: Leadership development needs to be standardized in undergraduate medical education, ideally using a competency-based framework to develop these standards. Longitudinal programs that had a didactic and project-based component received consistently high quality and effectiveness scores, as did programs with smaller cohort sizes that received more consistent mentorship and monetary investment from institutions.

Do Virtues Influence Well-Being: The Role of Perceived Stress.

The positive results of life satisfaction among university students have been well studied in the literature. However, the forecasters of the phenomenon have not been thoroughly investigated. In the current study, multiple models were tested to investigate the mediating role of perceived stress in the relationships between virtues and life satisfaction to fill this gap. When testing the model, the effect of demographic variables was controlled. Data were collected through an online survey from a sample of 235 undergraduates. The participants responded to measures of character strengths, perceived stress, and life satisfaction. The findings reveal that perceived stress partially mediates the relationship between leadership, wisdom and life satisfaction controlling for age and gender. The leadership skills of students can be improved, and age and gender should be considered when studying life satisfaction.

Virtual objective structured clinical examinations — a novel approach to teaching and evaluating leadership skills in medical students

The objective structured clinical examination (OSCE) is a simulation-based method of learning and assessment that allows for mistakes and feedback. Its uniformity, objectivity, and reproducibility are among its greatest strengths. Unfortunately, OSCEs rarely directly assess non-clinical skills or focus on leadership skills, such as conflict management. Leadership training is an underrepresented component of the medical school curriculum. Although OSCEs cannot evaluate leadership in its entirety, we have demonstrated the feasibility of using OSCEs to simulate realistic scenarios for students to apply and practise communication, collaboration and professional skills associated with leadership.

An Approach to Leadership Development and Patient Safety and Quality Improvement Education in the Context of Professional Identity Formation in Pre-Clinical Medical Students.

Leadership and patient safety and quality improvement (PSQI) are recognized as essential parts of a physician's role and identity, which are important for residency training. Providing adequate opportunities for undergraduate medical students to learn skills related to these areas, and their importance, is challenging. The Western University Professional Identity Course (WUPIC) was introduced to develop leadership and PSQI skills in second-year medical students while also aiming to instill these topics into their identities. The experiential learning portion was a series of student-led and physician-mentored PSQI projects in clinical settings that synthesized leadership and PSQI principles. Course evaluation was done through pre/post-student surveys and physician mentor semi-structured interviews. A total of 108 of 188 medical students (57.4%), and 11 mentors (20.7%), participated in the course evaluation. Student surveys and mentor interviews illustrated improved student ability to work in teams, self-lead, and engage in systems-level thinking through the course. Students improved their PSQI knowledge and comfort levels while also appreciating its importance. The findings from our study suggest that undergraduate medical students can be provided with an enriching leadership and PSQI experience through the implementation of faculty-mentored but student-led groups at the core of the curricular intervention. As students enter their clinical years, their first-hand PSQI experience will serve them well in increasing their capacity and confidence to take on leadership roles.