Leadership Skills In Students Research Articles

Instilling leadership skills in undergraduate medical students

Instilling leadership skills in undergraduate medical students

An Experimental Study to Explore the Effectiveness of a 3D Maritime Serious Game Prototype: Maritime Leaders at Sea

This paper conducts a comprehensive experimental study designed to investigate the effectiveness of a maritime serious game called Maritime Leaders at Sea (ML@S). The 3D cutting-edge prototype targets to enhance leadership and teamwork skills of undergraduate maritime students via engaging them in immersive gameplay scenarios reflective of real-world challenges at sea. Competing the ML@S sessions, the number of 76 students were included in the feedback assessment survey to assess their perceptions and attitudes on the simulated environment. The feedback is also linked to the learning analytics perspective to involve time and scoring data of players through different levels at operational scenarios. Preliminary analyses reveal promising results, suggesting a positive correlation between participation in ML@S, feedbacks after sessions, and improvements in leadership and teamwork as key competencies. It is anticipated that this study will make significant contributions towards game developers, technology start-ups, educational institutions, and global shipping companies. The implications of the study offer valuable insights for the development of future serious games aimed at enhancing essential skills of maritime human resources in dynamic and high-stakes environments.

Fostering Islamic Leadership Skills in Students Through Training Activities

Background: Qualitative research focuses on naturalistic and phenomenological observations to explore complex issues. Specific Background: This study investigates the leadership development of high school students in the Basic Leadership Training (LDKS) program through direct observation. Knowledge Gap: Previous studies lack in-depth analysis of LDKS's specific processes and effectiveness in shaping students' leadership character. Aims: The research aims to uncover the effectiveness of LDKS by observing participant activities and interactions. Results: Findings indicate that LDKS enhances key leadership qualities such as communication, teamwork, decision-making, and responsibility through structured activities and peer learning. Novelty: This study employs thematic analysis of observational data to reveal nuances in leadership character formation within education. Implications: Results suggest LDKS effectively cultivates leadership skills, providing insights for educators and policymakers focused on character development in educational settings. Highlights : Direct Observation: Employs direct observation to capture real-time interactions and activities during LDKS. Key Qualities: Focuses on developing essential leadership qualities such as communication and teamwork. Educational Impact: Provides insights for educators on effective character development interventions. Keywords: qualitative research, leadership development, Basic Leadership Training, student character formation, thematic analysis

The Impact of a Student-Taught Point-of-Care Ultrasound Workshop on Confidence in Medical and Pre-Medical Students

Background: The vast utilization of Point-of-Care Ultrasound (POCUS) across medical specialties has increased the need for enhanced undergraduate medical education in image acquisition and interpretation among medical students. However, challenges such as the need for a standardized medical school curriculum and limited trained faculty preceptors restrict its implementation. The literature highlights the potential of student-taught POCUS workshops in expanding access and enhancing learning. This study seeks to evaluate the efficacy of a student-run POCUS workshop for medical and pre-medical students. Methods: A prospective, cross-sectional study assessed the efficacy of first and second-year medical students teaching a POCUS workshop on the Focused Assessment with Sonography for Trauma (FAST) exam. Student workshop participants were asked to complete pre- and post-workshop surveys to assess their confidence in utilizing POCUS and identifying relevant organs and landmarks. Surveys employed a standardized five-point Likert Scale. Results: Of the 43 initial participants, 29 completed both surveys. Results showed a significant increase in self-reported ultrasound experience (1.7 to 3.2, p < 0.001) and confidence in performing the FAST exam and organ identification (2.2-fold increase, p < 0.001). Both medical and pre-medical student cohorts exhibited similar confidence improvements in confidence. Conclusion: This study supports the literature that student-taught POCUS programs may be a viable adjunct to an institution's ultrasound curriculum. Implementing medical student-led workshops could help address current training gaps, enhance students' teaching and leadership skills, and improve confidence in utilizing and interpreting ultrasound images.

Effects of Liberal Education on Students' Personality, Critical Thinking, and Leadership Skills: A Conceptual Study

The concept of liberal education emerged in the 19th century when scholars in Europe and the United States recognized that the academic departments of modern universities were overly specialized, leading to a fragmented understanding of knowledge. China is home to several esteemed national universities that offer liberal arts programmes, including Peking University (established in 2007), Sun Yat-sen University in Guangzhou (established in 2009), and Fudan College at Fudan University in Shanghai (opened in 2012). As the popularity of liberal education continues to grow on a global scale, an increasing number of educational institutions are offering specialised liberal education courses. However, students do not perform as well as they could. The objectives of this research project are the critical thinking, personality and leadership factors and their influence on student performance in liberal education courses.

Assessment Strategies, Instructional Resources, Science Course Teaching Methods and Acquisition of Employability Skills by Potential Science Graduates: The Lecturers’ Perspective

The study examines the interconnectedness of assessment strategies, instructional resources, and science course teaching methods relating to employability skills acquisition by potential science graduates from the lecturers’ perspective. The study utilised a research survey design. A sample of 371 was drawn from the population of science lecturers in universities in South-west using a multi-stage sampling technique. This involved purposive, stratified, and quota sampling techniques. A well-structured questionnaire was used to collect data analysed using descriptive statistics (multiple bar charts) and inferential statistics of correlation and regression analyses. The key findings of the study showed that instructional resources [instructional material, physical facilities, and human resources], science course teaching methods, and assessment strategies had joint significant predictions on employability skills acquisition. This implies that these variables must be adequately provided for improved acquisition of employability skills by students. Also, lecturers’ understanding of students’ key employability skills revealed low ratings of information technology, initiative, leadership, problem-solving, and adaptability skills of students. The study recommends that higher education administrators should strive to provide instructional materials, physical facilities and human resources as instructional resources to implement excellent teaching techniques and assessment strategies. The study concludes that lecturers should consciously seek self-upgrade and improve teaching techniques and assessment strategies.

Impacts of British Council’s Core Skills Activities on Students-Teachers’ Performance and Whole School Environment in Khyber Pakhtunkhwa, Pakistan

A good teacher can bring more positive changes in the behavior of students, the teacher’s knowledge and skills are important to achieve the required targets of the institution. The researcher aimed to explore the effectiveness and benefits of British Council’s trainings programs, a professionally skillful teacher may impart knowledge and skills to the students. The main objective of the study is to know the impacts of British Council’s Core Skills Activities on the student-teachers’ performance and whole school environment in Khyber Pakhtunkhwa, Pakistan. It was a descriptive and survey type research. The population of the study was 480 governments male-female primary, middle and high schools and 960 teachers trained by British Council for connecting classrooms Core Skills Activities. The sampling of the study was 200 teachers of 100 randomly selected schools of Khyber Pakhtunkhwa. The six core skills are Critical Thinking & Problem Solving, Communication & Collaboration, Creativity & Imagination, Citizenship, Digital Literacy, and Student Leadership & Personal Development. The selected data was properly analyzed, tabulated, explained and interpreted through some statistical tools and a chi square test was used. The major findings showed that British Council is an international organization which works positively for the professional development of teachers and uplift of students. The findings depicted that majority the teachers greed with the statement that British Council Connecting Classrooms activities i.e. Core Skills also called Twenty First Century Skills improved the overall performance of students-teachers and whole school environment. The traditional teaching methodology of teaching was changed to activity and conceptual based teaching. The most important fact was found that critical thinking and problem solving skills was the need of the day, it really develops the thinking approach of the students and teachers. Communication, computer and leadership skills of students were also developed by adapting core skills activities in and outside the class. On the basis of findings some recommendations were made that the Core Skills activities may be embedded by the teachers in school curriculum. Such training session may be provided to all teachers and head teachers by the Elementary & Secondary Education Department Khyber Pakhtunkhwa under the supervision of British Council experienced and skillful team.

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.

Pelatihan Kepemimpinan Pengurus OSIS Di MA Al Hidayah Semarang

Leadership training for Intra-School Student Organization (OSIS) administrators at MA Al Hidayah Semarang to develop leadership skills in students who are responsible for leading organizations at school. This can help them learn concepts, and effective practices in the context of leadership. The methods used in this training are situation analysis, preparation, implementation, and evaluation. During the training, participants engage in various activities and exercises that involve understanding leadership concepts, effective communication, and organizational strategy. They learn how to communicate well with their peers, organize activities at school, motivate other students to participate, and make the right decisions and the importance of leadership ethics, such as integrity, responsibility, honesty, and a positive attitude. So that they can be good role models for other students and build a positive image of the OSIS at school. At the end of the training, participants are allowed to apply their new leadership skills through the OSIS work program. This service aims to provide practical experience to students in managing work programs, collaborating with members, working with teams, and facing organizational challenges that may arise. Leadership training aims to strengthen their leadership skills and make a real contribution to school development. It is hoped that this service can provide a strong foundation for them to become effective leaders and can have a positive impact on improving their school and community.

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.

Hidden Curriculum di Pesantren Ash-haburratib Kota Depok dalam Pengembangan Soft Skill Santri

Research on the hidden curriculum at the Ash-haburratib Islamic Boarding School, Depok City and its impact on the development of students' soft skills. The research was carried out using a qualitative approach through in-depth interviews, observation and analysis of related documents. Ash-haburratib Islamic boarding school was found to have a hidden curriculum that not only includes religious aspects, but also involves social aspects, leadership and interpersonal skills. The research results show that this Islamic boarding school indirectly encourages the development of students' soft skills through daily interactions, extracurricular activities, and participation in independent activities. This hidden curriculum makes a positive contribution to improving students' communication, leadership and collaboration skills. Apart from that, Islamic boarding schools also provide space for students to develop moral and ethical values ​​that support the formation of strong character. This research provides in-depth insight into how the hidden curriculum in Islamic boarding schools can be an effective means of forming students' soft skills. The implications of this research can help Islamic boarding school managers and educators to better understand the role of the hidden curriculum in soft skills development, as well as provide a basis for improving and developing a more structured curriculum.

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”