Learning Competencies Research Articles

THEORETICAL APPROACHES TO SOCIO-CULTURAL COMPETENCE AND ITS DEVELOPMENT PROCESSES IN EDUCATION

This article analyzes the theoretical approaches to the term “socio-cultural competence” and its role in the educational process. Various interpretations of this concept by different authors are examined, highlighting the significance of socio-cultural competence in language learning, intercultural communication, and personal development. The role of socio-cultural competence in foreign language teaching and its connection with communicative abilities is discussed. The article also addresses the importance of socio-cultural competence in shaping the ethical values of future managers and young people. It is emphasized that the harmony between national and universal values serves as a foundation for developing a culture of communication in educational institutions.

Directed image review technique (DIRT): A framework for ultrasound image assessment and interpretation.

Use of point-of-care ultrasound (POCUS) is integral to the practice of emergency medicine, and POCUS education is a required component of emergency medicine training. Developing POCUS skills requires iterative deliberate practice of image acquisition and interpretation. Providing feedback to learners regarding ultrasound image interpretation can be challenging for emergency medicine clinician educators. We present a framework called the directed image review technique. This framework guides learner ultrasound image interpretation and provides educators with a similar structured approach to evaluate a learner's ultrasound competency and provide targeted feedback regarding image acquisition and interpretation.

BRIDGING LANGUAGE AND PROFESSIONAL SKILLS: EFFECTIVE ESP PEDAGOGY FOR DIVERSE LEARNER NEEDS

English for Specific Purposes (ESP) plays a critical role in the development of language proficiency alongside professional skills. As global communication and specialized knowledge become increasingly essential, ESP pedagogy has evolved to meet diverse learner needs across various disciplines. This article examines effective ESP pedagogy strategies for bridging the gap between language learning and professional competence, exploring interdisciplinary approaches, learner-centered methodologies, and technology integration. The study provides a framework for developing a responsive and flexible ESP curriculum tailored to diverse learner populations, emphasizing the need for contextualized learning that fosters both linguistic and professional skills.

An Empirical Analysis of Outcome- Based Education Research

Outcome-based education (OBE) is an educational approach that focuses on what students should know and be able to do at the end of a learning process, rather than focusing solely on what content is taught or how it is delivered. OBE emphasizes clearly defined learning outcomes or competencies that students are expected to demonstrate. These outcomes are often referred to as "Competency Outcomes, Performance Outcomes" (COPO). COPO attainment refers to the achievement of these competency outcomes by students. In an outcome-based education framework, educators design curriculum, instruction, and assessment around these desired outcomes. This means that the curriculum is structured to ensure that students acquire the necessary knowledge, skills, and attitudes to achieve the specified outcomes. This paper describes improvement in CO-PO attainment and is successfully implemented for one of the core subject “BBA105- Financial Accounting and Analysis ” for BBA students at Maharaja Agrasen Institute of Mangement Studies, Rohini, Delhi. One of the best ways to present any course in easy manner for students is achieved by Outcome –Based Education (OBE).OBE definitely builds complete knowledge by simplifying complex topics into small steps by applying OBE Methodologies. The attainment of the skills by the students are measured based on the Program Outcomes (PO’s) specified by the accreditation bodies. Defining the Course Outcomes (CO’s), CO-PO attainment, will modify the traditional teaching methodology to a well planned self- learning and scored good results too that is explained in this paper.

Artificial Intelligence and Machine Learning Competencies for the Archival Professions

ABSTRACTThis article presents qualitative research aimed at deriving key competencies for archival students and professionals to leverage Artificial Intelligence (AI) and Machine Learning (ML) to support the ongoing availability and accessibility of trustworthy public records. Methodology and findings are presented. Our primary source of data were interviews conducted between January and July 2023 with 10 archivists, record managers, and digital archives researchers from the UK, Canada, USA, Australia, and New Zealand. All our interviewees had practical experience applying AI and ML to the processing of records in archives or record management offices. Findings from the qualitative data analysis from the interviews are presented and organized in three areas of competencies: knowledge, skills, and attitudes.

Fostering Pragmatic Proficiency: The Influence of Explicit Instruction on Plurilingual EFL Learners’ Mastery of Hedging Devices in Canadian Academic Writing Context

Hedging academic claims is a crucial aspect of scholarly writing that presents challenges for many non-native English-speaking academic authors. Scholars, such as Hyland (2021), have emphasized the vital role of explicit instructional interventions in raising awareness about hedging devices among Plurilingual non-native English writers. This is particularly relevant considering the nuanced nature of certain hedging devices, characterized by polysemy and polypragmatics. This research aims to investigate the effectiveness of explicit instruction in enhancing the pragmatic competence of non-native English-speaking learners, with a specific focus on the acquisition and application of English modal auxiliaries as hedging mechanisms within an academic context. In this study, a group of 37 non-native English-speaking College students, representing various academic disciplines, were purposefully selected from Sommet College located in Greater Montreal area, and divided into two groups: a control group and an experimental group. The control group received conventional academic writing instruction, while the experimental group underwent explicit instruction on the use of modal auxiliaries for hedging in their academic writing. Both groups completed pretests and post-tests as part of the evaluation process. Analysis of the test scores and t-test results revealed a significant improvement in linguistic and pragmatic proficiency concerning the use of modal auxiliaries for hedging within the experimental group. Moreover, the findings demonstrated the superior performance of the experimental group in employing modal verbs for hedging purposes. The findings of this study have broader implications that reach beyond pedagogical practice, resonating with educational program administrators and curriculum developers. These results underscore the importance of including explicit instruction on hedging devices, particularly modal auxiliaries, to bolster the academic writing skills of non-native plurilingual English-speaking learners.

OPTIMIZING MATHEMATICS LEARNING IN FIFTH GRADES: THE CRITICAL ROLE OF EVALUATION IN IMPROVING STUDENT ACHIEVEMENT AND CHARACTER

The aim of this research is to describe the role of learning evaluation in fifth grade elementary school mathematics subjects. This research was conducted on Fifth-Grades students of UPT SD Negeri 060809 Medan Kota. The research method used in this research is descriptive qualitative. The subjects in this research are Fifth-Grades students and Fifth-Grades teachers and the objects in this research are the results of interviews and observations. Data collection techniques in this research are interviews with students and teachers, conducting classroom observations, analyzing supporting documents and literature studies. The data analysis technique used in this research is content analysis. The research results show that evaluation of mathematics learning in Fifth Grades of SD Negeri 060809 Medan Kota has an important role in measuring learning achievement, providing feedback, identifying weaknesses and strengths, and directing learning improvements. The evaluation instruments used include oral tests, assignments and portfolios. Apart from that, evaluation also aims to measure academic achievement and character, foster multicultural awareness, and encourage the application of values in real contexts. Furthermore, evaluation also plays a role in developing student learning competencies by measuring student progress, identifying their learning needs, and planning appropriate interventions. It also involves providing constructive feedback, developing metacognitive skills, and encouraging reflection and continuous improvement for students.

A survey of Spanish research in mathematics education

AbstractThis survey paper presents recent relevant research in mathematics education produced in Spain, which allows the identification of different broad lines of research developed by Spanish groups of scholars. First, we present and describe studies whose research objectives are related to student learning of specific curricular contents and process-oriented competencies, namely arithmetic, algebra, geometry, functions and calculus, probability and statistics, and argumentation or proof in geometric contexts. Next, we present characteristics and foci of investigations dealing with different aspects of mathematics teacher education, encompassing a large part of Spanish research in mathematics education. The descriptions of other transversal lines of research complement the previous two big blocks: research on students with special educational needs and the effects of using technology in different curricular contents and educational levels. Finally, we report on the research activities and advances of Spanish research in mathematics education from two main theoretical frameworks created or developed by Spanish researchers. This plurality of research strands also corresponds to a wide range of international collaborations, especially with Latin American colleagues.

Kompetencja leksykalna nastoletnich użytkowników języka polskiego jako odziedziczonego i ojczystego w ujęciu komparatywnym

Lexical competence of teenage heritage and native users of Polish has never been the subject of a comprehensive comparison. The first extensive empirical data were gathered by the Jagiellonian University research team in the project Heritage and native language – a comparison of language competences of teenage Polish and heritage learners. In the first stage of the present study, vocabulary tests of the two groups were analyzed. The results showed few differences in receptive knowledge, but in productive knowledge heritage users lagged behind. Therefore, in the second stage, selected essays were compared in terms of their vocabulary profiles. It was found that native and heritage language users’ lexical profiles differ markedly, to the considerable disadvantage of heritage users. Polish educators responsible for the schooling of migrant children must be aware of this, as too often heritage speakers who enter home schools after (re)immigration are treated as if there were native users. This however, as this research has clearly shown, is by no means the case.

International youth literature in the Chinese EFL classroom

Abstract This qualitative case study examines the role of international youth literature in enhancing the English language learning and global competence of Chinese university students. Through engaging in meaningful literacy activities, this study reveals the potential of a critical-global-literacies-based approach to foster cultural sensitivity and global awareness. By investigating how students gained knowledge of cultural diversity and developed a critical understanding of our interconnected world, this paper advocates for a dynamic approach to literature-oriented English language education, thus prompting a paradigm shift in teaching practices.

Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.

This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social-emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social-emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social-emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed.

The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences

Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.

Academic motivation and contextual influences in well-being for students with disabilities in higher education

Objective: The purpose of this study was to utilize self-determination theory (SDT) incorporating the person-environment contextual factors as a framework to examine how the SDT factors may interact with functional disability and contextual factors to influence well-being for students with disabilities in higher education. Methods and participants: A quantitative descriptive design utilizing a convenience sample of 210 students with disabilities in higher education was used. Results: The final regression model accounted for 64% of the variance in well-being. When controlling for all other predictor variables in the model, functional disability, autonomy, learning competence, and relatedness were found to be predictive of well-being, with autonomy being the strongest predictor of well-being, followed by relatedness, learning competence, and functional disability. Conclusion: This study offers critical insights for higher education institutions, emphasizing the need for fostering environments that prioritize autonomy, competence, and relatedness to promote the well-being of students with disabilities.

Confirmatory Factor Analysis of the Computational Thinking Learning Competency Measurement Model of Students in the Bachelor of Education Program in Computer at Rajabhat University

Confirmatory Factor Analysis of the Computational Thinking Learning Competency Measurement Model of Students in the Bachelor of Education Program in Computer at Rajabhat University

Development of Strategies to Promote Sustainable Professional Competences for University Lecturers in the Digital Era, Sichuan Province

This research aimed to study the current situation of sustainable professional competencies for university lecturers in the digital era in Sichuan Province, provide guidelines for improving these competencies, and evaluate the adaptability and feasibility of the guidelines. The research sample comprised 375 university lecturers in Sichuan Province, selected by systematic and random sampling, 10 expert interviewees, and 7 high-level administrators who evaluated the guidelines. Research instruments included questionnaires, structured interviews, and evaluation forms. Data analysis used percentage, mean standard deviation, and content analysis. The results showed that the overall level of sustainable professional competencies for university lecturers in the digital era is relatively high but unbalanced across different aspects. The implementation level of subject knowledge competencies is the highest, while sustainable learning competencies are the lowest. The guidelines for improvement are divided into four elements with 31 measures: 7 for subject knowledge, 5 for teaching ability, 8 for digital skills, and 6 for sustainable learning. The adaptability and feasibility of the guidelines were evaluated at the highest level.

Offline-to-online shift of medical education: A multi-method study of medical teachers and students from India

Objectives: The objective of the study is to explore undergraduate medical students’ and teachers’ perceptions, detailed insights and learning experiences on online medical education. Materials and Methods: This is an institution-based multi-method study conducted at three medical institutes in India. A self-prepared semi-structured questionnaire was used to extract various perspectives of teaching and assessment through online mode. A qualitative descriptive design was applied using focused group discussion (FGD). All FGDs were audio-recorded, transcribed verbatim and analysed using thematic content analysis to identify themes and subthemes regarding perceptions of online and offline education. Results: A total of 323 medical students out of 510 and 35 medical teachers out of 71 were included in the study. Most students and teachers agreed to the fact that they faced technical difficulties, were perceived as less connected, and felt difficulty in achieving desired competencies. In qualitative analysis, five major themes (Learning Environment, Technology, Competency, Health issues and Assessment) and multiple subthemes were identified. Conclusion: Improvement of the online teaching methods with appropriate technical advancement may help to reduce the gap between the online and offline teaching learning modalities.

‘Racialised nudity’ in social work education: critical reflections on cross-cultural pedagogies

ABSTRACT Fostering cross-cultural learning is an important component in social work education in Australia. However, cross-cultural learning competencies are often criticized for lacking meaningful engagement with effective decolonial processes. Drawing on a postcolonial perspective, this paper offers a theoretical critique of pedagogical practices that create, sustain, and reinforce racial hierarchy in cross-cultural learning. These practices are discussed within the notions of tokenistic inclusion and racialized nudity that illustrate deficit models of cultural engagement. The paper is underpinned by the argument that a broadly defined and uncritically designed cross-cultural teaching and learning experience runs the risk of perpetuating white supremacy and dominance in social work education. By critiquing tokenistic cross-cultural pedagogical practices, this paper advocates for a re-orientation of social work education where a decolonial approach to knowledge production is embraced within curriculum design with a prioritized focus on the intersection of whiteness and racism.

Teachers matter: linking teachers and students’ self-regulated learning

ABSTRACT Teachers play an essential role in supporting students to become self-regulated learners. It is assumed that teachers’ professional competence in self-regulated learning (SRL) influences their promotion of SRL, which in turn influences students’ acquisition of SRL skills. However, the links between teachers’ SRL competences, SRL promotion, and students’ SRL have not yet been the subject of extensive research. In a multilevel analysis with 167 lower secondary teachers and their 2,785 students, we examined the relationships between teachers’ professional competences (own SRL skills, mindsets, pedagogical content knowledge about SRL, self-efficacy, and attainment values), teachers’ self-reported and students’ perceived SRL promotion, and students’ SRL skills (metacognitive, motivational, and cognitive strategies, and metacognitive strategy knowledge). The results highlight the importance of teachers’ self-efficacy for their self-reported SRL promotion. Furthermore, SRL promotion was positively related to students’ metacognitive, motivational, and cognitive strategies but not to their metacognitive strategy knowledge. The analyses of indirect effects showed that teachers’ own SRL as self-regulated learners and their self-efficacy as agents of SRL were indirectly related to students’ SRL through the promotion of SRL. Focusing on teachers’ SRL competences as both learners and agents could help to understand better why teachers do or do not promote SRL, thereby explaining the development of students’ SRL.

Basic Education Curriculum under the Newly Implemented K to 10 (MATATAG) Curriculum in the Philippines: The Case of Science Education

Curriculum reform is essential to address the current needs of the community, nation, and global demands. By doing this, community members are equipped with relevant skills and competencies that are timely and relevant in modern times. Thus, this study was conducted to determine the nature of the newly implemented K to 10 or MATATAG curriculum under basic education-science in the Philippines. Discussion of the topic revolves around understanding the reasons for curriculum reform and determining the new features and competencies of the new basic education-science curriculum. Moreover, document analysis was carried out to address the objectives of the study. Results revealed that there are four main reasons why curriculum reform is needed in basic education in the country. Reasons include poor performance of learners in national and international assessments, congested curriculum, insufficient time to teach, and mismatch of prerequisite skills and knowledge assumed by the learning competencies. In terms of new features of the basic education science curriculum, the addition of technology and engineering literacy is highlighted, along with an addition of theoretical foundations and approaches to teaching. The analysis further revealed that the highlighted competencies are aligned with the relevant skills and competencies needed in the 21st century, Industry 4.0 and Industry 5.0. Thus, it can be concluded that the newly implemented basic education science curriculum is responsive to global demand, thus making the country more resilient and adaptive to change.

Exploring the Use of Subtitling in Teaching and Learning English as a Foreign Language: Theories and Applications

Technology occupies a significant resource that can be exploited empirically to contribute to translation learning and research, as it can give enormous opportunities for language learners and educators to exploit in their teaching and provide students with practical learning activities. Many researchers highly recommend the extensive use of IT in enhancing the competence of translation students and L2 learners' language skills. Since there has been an abundance of empirical research studies carried out over the last two decades, many novice researchers cannot review and handle them within their limited time. For this reason, this paper introduces the key researchers who carried out studies on the employment of audiovisual translation (AVT) in language learning and teaching; it explores and reviews the main previous research studies conducted on the impact of audiovisual translation, namely subtitling and subtitles on enhancing language learning. It first considers briefly how audiovisual translation emerged as an independent branch of Translation Studies (ST), then discusses its development as well as its continuity within Translation Studies. It also explores its classifications and highlights future research avenues.