Learning Competencies Research Articles

Development and Validation of Polygon Puzzlers: An Adaptive Learning Webpage Intervention to Solve Problems Involving Sides and Angles of a Polygon

Geometry is a fundamental branch of mathematics essential for developing students' spatial reasoning, problem-solving abilities, and critical thinking skills. This study aimed to develop an adaptive learning webpage entitled “Polygon Puzzlers” to assist Grade 7 students with the least learned competencies in Mathematics, specifically in “solving problems involving sides and angles of a polygon” (M7GE-IIIg-1). The study employed a developmental descriptive research design. A panel of three (3) expert validators was selected using a sampling technique. To gather the necessary data, the evaluators used a four-point rating scale and a standardized Experts Evaluation Checklist provided by the Department of Education (DepEd). Descriptive statistics, including frequency count, percentage, and mean, were computed using Microsoft Excel to analyze the data. The validators rated the learning material as “passed” for meeting the standards set by the DepEd in terms of content quality, instructional quality, technical quality, and other criteria. They also recommended the material for possible use in public schools, provided that the corrections and revisions suggested in their report were addressed. Based on these findings, the developed and validated adaptive learning webpage offers personalized learning experiences tailored to students' individual needs and learning pace. It promotes active engagement with the content, reinforcing key concepts while fostering critical thinking and problem-solving skills.

Middle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy

ABSTRACTScience learning motivation refers to the drive and enthusiasm that students exhibit towards learning science. Science learning competencies, on the other hand, are the skills and knowledge enabling students to understand and apply scientific concepts effectively. Digital literacy, defined as the ability to effectively use digital tools and resources, has emerged as a crucial skill in modern education. Digital literacy can bridge the gap between motivation and competencies by providing students with the tools they need to engage more deeply with scientific content. Given its significance, exploring the mediating role of digital literacy in the relationship between science learning motivation and competence is essential. Hence, we aimed to test the mediating role of digital literacy in the relationship between middle school students' science learning motivation and science learning competencies. To test these relations, we adopted the correlation design of the quantitative research method. The sample consisted of 471 middle school students. Science learning motivation scale, competence scale for learning science, and digital literacy scale were used to collect data. The hypothesis model was tested by using covariance‐based structural equation modeling (CB‐SEM). The results showed that science learning motivation is correlated with students' science learning competency (r = 0.891, p < 0.05) and digital literacy (r = 0.538, p < 0.05). Also, digital literacy partially mediates the relation between science learning motivation and science learning competency (r = 0.757, p < 0.05). These findings highlight the importance of fostering digital literacy in educational settings to enhance students' motivation and competency in science learning. Educators and policymakers should integrate digital tools and resources into the curriculum to create a more engaging and effective learning environment, thereby bridging the gap between students' motivation and their ability to master scientific concepts.

Teaching Social Work Competencies Through the Lens of Sport

ABSTRACT Sport social work is an emerging area of research and practice within the social work profession. However, few educational offerings and subsequent course evaluations document whether curricula emphasizing sport can enhance student learning across the nine Council on Social Work Education (CSWE) competencies. This article describes the development and learning outcomes associated with a Social Work and Social Justice Through Sport course. In total, 21 students enrolled in the course assented to a postcourse survey and thematic analysis of their final papers. Our findings indicated students enhanced their knowledge and skills across the following CSWE competencies: (a) engage in practice-informed research and research-informed practice, (b) demonstrate ethical and professional behavior, and (c) engage in policy practice. Qualitative findings also indicated students learned about (a) intersectional issues in sport, (b) the benefits of sport and play, (c) barriers and facilitators to providing mental health services in sport settings, and (d) avenues for social change through sport. Findings from this evaluation contribute to a greater understanding of how sport social work courses can support student learning and attainment of CSWE competencies, as well as recruit interdisciplinary students with an interest in sport, mental health, and social justice to social work.

Developing Area-based Multidisciplinary Action Learning Through Design Indigenous History Learning Resources of Culturally Diverse Students in Secondary Schools Northern Thailand

This research investigated the indigenous history and culture of Ban Pang Mai community in Mae Suai District, Chiang Rai Province, Thailand, developed area-based multidisciplinary action learning resources for culturally diverse secondary school school students in Northern Thailand. And study lessons from the area-based multidisciplinary action learning of students from diverse cultural backgrounds in Northern Thailand. Employing Multidisciplinary Action Research (MDAR), the study involved 119 participants: 45 community informants (leaders, monks, scholars, and residents), seven expert evaluators, and 67 high participants: 45 community informants (leaders, monks, scholars, and residents), seven expert evaluators, and 67 high school teachers and students involved in developing local learning resources. Data were collected through unstructured interviews, historical data accuracy assessments, historical picture book suitability assessments, and focus group discussions. Qualitative data were analyzed using content analysis. The study found that Ban Pang Mai, a Tai Yai hill tribe community situated in a watershed forest area, possesses a unique cultural heritage linked to the “Small Houses in the Big Forest” migration project. Their way of life is deeply rooted in self-sufficient agriculture. The research developed local history learning resources, including a community study book, “The Ethnic Community Way of Life: Ban Pang Mai,” and three video segments incorporating Augmented Reality (AR) technology. These resources, developed using the Mahaboworn process (integrating universities, communities, cultural beliefs, and schools within the Indigenous Civic Education Network (ICEN)), aim to promote equitable and inclusive education by managing community memory and history. The effectiveness of these resources was rated at the highest level. Finally, the study identified key learning competencies emerging from the area-based multidisciplinary action learning process, termed “Multidisciplinary Action Learning Competency,” encompassing values of happiness, respect, awareness, consciousness, management, confidence, application, engagement, sustainability thinking, and lifelong learning.

Capacidades dinámicas de gestión del conocimiento y capacidad dinámica de innovación de las empresas de servicios intensivas en conocimiento (KIBS): el papel moderador de la integración de competidores y áreas funcionales

In this paper we aim to analyse the influence that dynamic knowledge management capabilities have on dynamic innovation capabilities and the moderating effect that the integration of both competitors and functional areas has on this relationship. To do so, a questionnaire was developed for the executives of the companies under study. We focused on Spanish companies in the service sector with activities for technological innovation, technological KIBS. The work was focused on Spanish companies in the services sector with activities for technological innovation, knowledge-intensive service companies, KIBS technology. The data collection period was carried out between February and May 2023. For the selection of the sample, we used information from the National Institute of Statistics (INE) on enterprises in the service sector in Spain with technological innovation activities, focusing on companies with 10 or more employees. The SABI database was subsequently used to refine and fine-tune the selection of firms meeting the specific criteria of the study. A total of 200 valid questionnaires were obtained. To verify our hypotheses, we used a hierarchical regression analysis. The results obtained confirm the proposed hypotheses. Dynamic knowledge management capabilities, considered as internal and external learning competencies, favour the development of dynamic innovation capabilities of KIBS, measured according to the degree of adaptability, creativity, proactivity and mastery of knowledge around services. The adequate integration of competing companies and functional areas positively moderates this relationship. The originality of the work lies in the study of the development of dynamic innovation capabilities in the services sector in a context of high technological uncertainty, highlighting the important moderating role played by both the integration of competing companies and the integration of the functional areas of the company.

A Study on the Characteristics of Student Athletes at Universities in Guizhou Province

Background and Aim: Developing China into a formidable sports nation necessitates the support of top-tier talents, while the advancement of sports higher education serves as a crucial underpinning for nurturing skilled sports professionals. The pedagogy within sports education is notably distinct, with sports students embodying a uniquely central role in the learning process. Consequently, enhancing the caliber of sports education demands an exploration of pedagogical strategies not solely from the educators' viewpoint but also through an investigation into the distinctive attributes of sports students as active participants in their learning journey. Materials and Methods: The study commenced with interviews involving 13 sports educators from Chinese universities to identify elements pertinent to evaluating university sports students' learning characteristics from the educators' viewpoint. Grounded in the learner characteristics theory, the analysis framework's structure was established. After this, exploratory factor analysis was employed to affirm the validity of the proposed research framework. Leveraging this framework and incorporating established scales, the "Questionnaire on Characteristics of University Sports Students as Learners" was constructed. A cohort of 700 sports students, ranging from freshmen to juniors, participated in the survey. The gathered data underwent extensive analysis to investigate the prevailing learner characteristics among university sports students in Guizhou Province. Results: The research identified three pivotal learner characteristics in university sports students: cognitive, emotional, and ability-related components. The cognitive facet involves learning attitudes and motivation; the emotional facet comprises self-efficacy and anxiety; and the ability facet includes learning strategies and training investment. Analysis of the data revealed no significant gender-based differences in these characteristics. However, it highlighted notable disparities across academic years: freshmen exhibited the highest scores in cognitive components, followed by sophomores, with juniors registering the lowest scores. In the assessment of emotional aspects, sophomores outperformed though the margin of difference was nominal between the freshmen and juniors. Conversely, in the evaluation of ability aspects, juniors achieved significantly greater scores compared to their freshmen and sophomore counterparts. Regarding college entrance examination performance, a discernible trend indicated that higher scores in the cultural section correlated positively with enhanced performance across all evaluated elements and their respective dimensions. However, this correlation was not observed in sports examination scores, which did not demonstrate significant differences in cognitive aspects but did reveal disparities in both ability and emotional aspects. Conclusion: The performance of student-athletes across ability, emotional, and cognitive dimensions is affected by a multitude of factors, such as gender, academic year, cultural course grades, physical education assessments, and sports exam scores. To enhance the overall quality and performance of sports students, emphasis should be placed on fostering their learning competencies, emotional equilibrium, and cognitive capabilities, and developing tailored training initiatives that account for varying academic levels and individual differences. Additionally, we should strengthen the comprehensive evaluation and assessment of students' overall qualities to more effectively facilitate their all-encompassing growth.

Learning how to learn: The relationships between students’ learning-to-learn (L2L) competence, learning self-efficacy, and achievement in project-based learning

Learning to learn (L2L) is a competence that helps students to more efficiently develop knowledge and master skills. Students can develop the ability to understand how they learn best, what learning strategies work well for them, and how to overcome challenges that arise in their own learning process. Students acquire L2L competence while achieving their learning goals. This study examines the relationships between three components of students’ L2L competence (learning management, self-assessment, and self-learning process), learning self-efficacy, and achievement in higher education. An online survey was administered on the Qualtrics platform to collect data from 145 undergraduate students involved in project-based learning at a Hong Kong university. The results indicated that learning management and self-assessment were positively associated with achievement. Learning self-efficacy partially mediated the effect of learning management on achievement and fully mediated the effect of self-assessment on achievement. In summary, L2L empowers students to become independent and self-directed learners when they are exposed to new learning experiences.

The Effect of Integrating Pragmatic Features of Conversational Implicatures in Grammar Teaching on Indonesian University EFL Learners

One of the challenges that language teachers face is developing the language competence of Foreign Language learners so that they can use language correctly and appropriately in a variety of social contexts. This study aims to observe whether there is an effect of pragmatic instruction in EFL classroom to learners’ grammatical and pragmatic competence. The data collected were from year 2 English students by using grammatical and pragmatic pre-tests and post-test for students to answer. Students were divided into two groups of the treatment group which receive pragmatic instructions of implied meanings and the control group which received regular teaching. Students’ answers in the tests were analysed quantitatively to obtain the mean score and further will be compared. The results show that: 1) students perform low on both aspects in both pretest and posttest (m1.1=3.63, m1.2=4.83, m2.1=4.27, and m2.2=3.47), 2) there is a moderate positive effect of pragmatic instruction on students’ grammatical competence (t(60)=-3.73, p=0.000), and 3) there’s no effect of pragmatic instruction on students’ pragmatic competence (t(65)=1.73, p=0.089). This finding indicates the role that explicit pragmatic instruction may play in boosting EFL learners’ grammatical development, along with the extensive grammar learning that learners received. It suggests the need EFL curricula revision through incorporating pragmatic features in grammatical subjects. In this way, grammar learning can be improved, and pragmatic teaching model can also be created.

RELEVANCE OF E-LEARNING RESOURCES IN COMPUTER NETWORKS COURSES: AN EVALUATION BASED ON STUDENT PERCEPTIONS

This study evaluates the effectiveness of e-learning strategies implemented within the „Computer Networks” course, focusing on student perceptions and outcomes. Based on a post-experimental survey of 98 students, the study examines the relevance and utility of various e-learning resources, including multimedia, interactive simulations, and supplementary materials. The results highlight the significant impact of these resources on students' understanding of complex concepts and the development of essential technical skills for future careers in IT. Students reported high satisfaction with the e-learning tools, emphasizing the importance of multimedia content and practical examples in enhancing their learning experience. Additionally, the frequent use of supplementary resources and the high likelihood of recommending the course to peers underscore the perceived quality and relevance of the provided content. These findings suggest that e-learning strategies, when integrated effectively, not only improve academic performance but align closely with the professional demands of the job market. The study concludes by recommending continuous innovation and optimizing e-learning resources to support practical learning and professional competencies in higher education.

코로나19 엔데믹 국면에서 20학번 대학생의 학교생활 적응에 관한 질적연구

Objectives This study looked at the adaptation to school life of 20th year college students in the endemic phase of COVID-19. Through this, the meaning of these records was clarified in terms of education and ethics. Methods For this purpose, 20 respondents were sampled by convenience sampling and snowball sampling at K university, and then the academic adaptation and social adaptation were examined by the focus group interview. With regard to academic adaptation, this study examined how self-directed learning competencies were exercised, focusing on learning planning competencies, learning execution competencies, and learning evaluation competencies. And with regard to social adaptation, this study examined how social communication competencies developed around social competencies, mobilization competencies, and coordination competencies. Results The liveliness of face-to-face interaction induced learning flow and facilitated active class attitudes and communication among students, but it was not easy to adjust the learning and living time, and group activities and relative evaluation increased the burden of class. The communication with members of the school was made passively by centered on acquaintances. It is inconvenient and awkward for them to go first as the grade goes up. This is the result of the intensification of the freshman experience, and they were more preoccupied with immediate job preparation than communication with members of the school. Conclusions The record of adaptation to school life of 20th year college students should be set as the public memory of the contemporaries who have endured the disease disaster and it is necessary to use it as a public good of social ethics that will allow society to come forward as a subject to solve the situation. It should be utilized in disaster response in the education field, and it should be sought to improve resilience so that learners can successfully adapt to school life.

Pediatric Robotic-assisted Laparoscopic Pyeloplasty: Defining Mastery Over a 15Year Experience.

Robotic-assisted laparoscopic pyeloplasty (RALP) has been widely utilized within pediatric urology as RALP provides additional advantages to laparoscopic pyeloplasty including a more manageable learning curve. We aim to describe the maturation and mastery of pediatric RALP through our proposed trifecta of operative time, complication rates, and surgical success rates. We retrospectively reviewed 148 patients who underwent RALP between 2007 and 2022. Primary outcomes included operative time, Clavien-Dindo Grade (CDG) III complications, and surgical success rate. Patients were retrospectively divided into three cohorts (learning phase, competency phase, and mastery phase) based upon a cumulative sum (CUSUM) analysis of operative time. Three learning phases were differentiated at case 13 and case 41 per CUSUM analysis. Operative time significantly decreased from a mean of 261.33±42.52min in the learning phase to 140.61±25.87min in the mastery phase (p<0.001). CDG III complications were significantly different between phases as well, decreasing from 27.3% to 5.75% (p=0.045). Success rates were significantly different and increased from 83% in the learning phase to 98% in the mastery phase (p=0.015). Successful RALP implementation, and the achievement of surgical mastery, is multifaceted and multi-phasic. Our data suggests that learning is established within the first 12 cases and mastery and maximal outcomes are achieved after 41 cases. More specifically, operative time, complication rates, and success rates become increasingly optimized at each phase of learning. Our work can be used to establish clinical goals, design training curriculums, and inform patient counseling. Level III.

Teachers' Competence and the Performance of Grade 9 Technology and Livelihood Education Students in Achieving Most Essential Learning Competencies (MELCs)

This research study was conducted to determine TLE teachers' level of competence and the performance of Grade 9 in achieving MELCs in Cookery in District V of the Schools Division of Quezon City. Significant relationships between these two variables were also tested. The descriptive-correlational study involved randomly selected 283 Grade 9 students during the School Year 2022-2023. Simple Random Sampling Probability Method was also used in the study. The data was gathered through a questionnaire and analyzed using Weighted mean and Spearman's rank correlation coefficient. The researcher concluded that TLE teachers demonstrate strong competence in helping the students learn, know, and understand what their teacher teaches, becoming better teachers every day, and engaging the community. Likely, students demonstrate a significant improvement in knowledge, skills, and attitude in MELCs in Cookery. In addition, there is a significant relationship between TLE teachers' competence and students' MELCs in Cookery regarding knowledge, skills, and attitude. It was recommended that teachers attend professional development training to enhance their competence and increase students' performance. They may also establish stronger engagement with the community to improve the MELCs in Cookery by collaborating with parents and guardians who can help when students are applying what they have learned from the school to their respective homes. Moreover, students may attend TESDA-initiated, school-initiated, and self-initiated training on Cookery that would enhance their skills, particularly in labeling food according to industry standards, preparing and presenting salads and dressings attractively, and packing food items in compliance with occupational health and safety procedures.

Shapeshifting in Social Spaces: Sociolinguistic Competence of Multilingual Learners

The study aims to determine the sociolinguistic competence level of the multilingual Grade 10 learners at Buhisan Night High School for the Academic Year 2024-2025. Terogo et al. (2018), stated that even though students have been shown to gain exceptional grades in English subjects, they fall short in sociolinguistic competence since it is not practiced more often in the Philippines. Thus, assessing sociolinguistic competence is important as well as addressing the low-level sociolinguistic competency of the learners through an action plan. A descriptive quantitative research method was used to determine the sociolinguistic competence level of the multilingual 48 student-respondents. The researcher adapted a TOIEC test and used a researcher-made questionnaire to assess the learners’ sociolinguistic competence. A weighted average mean was used to determine their proficiency and sociolinguistic competence level. Based on the results of the study, situational judgment got the highest rank while reading comprehension got the lowest rank in terms of the learners’ proficiency level. However, the study revealed that the respondents got a general weighted average of 15.83 which means that the respondents’ sociolinguistic competence level is under “Basic Sociolinguistic Competence” which is below the passing rate with a percentage of 58.63. The study recommends enhancing students’ sociolinguistic competence through the integration of sociolinguistic competence in language teaching through enhancement activities and exercises such as role-playing, dialogues and situational exercises, and future researchers may use the findings as a basis for future research or conduct related studies to enhance the sociolinguistic competence of Filipino multilingual learners.

Developing Students Communicative Competence using Authentic Materials with Information Technologies

In the globalized landscape of higher education, developing communicative competence in foreign language learners is essential for academic, social, and professional success. This article explores innovative, student-centered strategies beyond traditional grammar-based instruction to enhance linguistic proficiency, cultural understanding, and pragmatic awareness. This study highlights their impact on fostering real-world communication skills by emphasizing interactive methods such as role-playing, task-based learning, debates, and integrating authentic materials. Furthermore, the findings demonstrate that students engaging in these approaches show marked improvements in fluency, adaptability, and cultural sensitivity. Role-playing scenarios and debates enhance spoken communication, critical thinking, and argumentation skills, while task-based activities encourage collaboration and purposeful language use. Exposure to authentic resources bridges the gap between classroom learning and practical application, deepening students' comprehension of idiomatic expressions, cultural norms, and socio-linguistic nuances. Despite challenges like resource limitations and technological barriers, the study underscores the transformative potential of these methods. By addressing implementation hurdles through digital innovation and tailored pedagogy, educators can create a robust framework that prepares students for the demands of global communication. This article advocates for continued research and adaptation to refine these strategies, ensuring their effectiveness across diverse educational contexts.

EMYWAY Workplace-Based Entrustable Professional Activities Assessments in Otolaryngology Residency Training: A Nationwide Experience.

To present workplace-based entrustable professional activities (EPAs) assessment data from the first 2 years of the EMYWAY platform in otolaryngology residency training in Taiwan. Two-year cross-sectional study. Otolaryngology training programs. In 2020, the Taiwan Society of Otorhinolaryngology-Head and Neck Surgery (TSO-HNS) developed a workplace-based assessment (WBA) framework with 11 EPAs, integrating milestones to evaluate resident competency. In 2021, TSO-HNS piloted the EMYWAY platform for WBAs, which includes an EPA-based assessment workflow, coaching feedback, and a dashboard displaying residents' entrustment-supervision levels. Data are analyzed annually for accreditation and curriculum enhancement. This study reports on the pilot year and the first full-scale year of implementation. Eleven programs participated in the pilot year. Subsequently, 362 faculty members and 274 resident physicians from 34 programs nationwide engaged with EMYWAY. In the full-scale year from August 2022 to July 2023, 9805 responses were recorded, primarily from surgical theaters (45.9%; 4502/9805) and third-year residents (23.8%; 2331/9805). The most frequently evaluated EPAs were "head and neck" (17.5%; 1716/9805), "sinonasal" (13.5%; 1324/9805), and "ear" (12.2%; 1193/9805), with task complexity increasing with resident seniority (P < .0001). A positive correlation was found between residents' self-assessments and faculty members' ratings (r = 0.531; P < .001). Over 98.2% of residents and 88.4% of faculty members provided substantial feedback (>10 words). Analysis of WBAs reported by training programs identified faculty development targets and teaching-intensive tasks. EMYWAY effectively documents workplace learning and tracks resident competency progression. Continuous improvement of WBA quality is essential for advancing the competency-based medical education ecosystem.

Perception of the key competencies of lifelong learning and employability of university students and graduates from Colombia and México

The implementation of strategies to strengthen key competencies for lifelong learning require considering the environment and perspectives of different actors. This research aims to describe the perception of university students and graduates regarding the eight key competencies for lifelong learning, from their impact on employability, mastery achieved and need for strengthening. The research is quantitative, exploratory, cross-sectional and non-experimental with a descriptive approach. The results showed that university students and graduates coincide in the competencies perceived as having the greatest need for strengthening: multilingual, the one with the greatest mastery: citizenship and with the greatest impact on employability: digital, which fulfills the hypotheses raised. In the results by country, Mexicans and Colombians coincide in the competencies of need for strengthening: multilingual and impact on employability: digital. They differ in domain: Colombians perceive citizenship and Mexicans additionally perceive social personnel and learning to learn and cultural awareness and expression.

Evaluation of Problem-solving Ability and Dental Hygiene Competency in Team-based Learning for Clinical Dental Hygiene

Objective: This study aimed to design a structured team-based learning (TBL) program in clinical dental hygiene and evaluate its impact on students’ problem-solving abilities and clinical dental hygiene competencies. Methods: The study included 33 fourth-year dental hygiene students. A structured TBL program was developed, incorporating team formation case-based learning across three topics. Representative cases involving children, adults, and the elderly were selected to provide diverse learning opportunities. The four sub-competencies and problem-solving abilities were assessed before and after TBL intervention. Statistical analyses included the Shapiro-Wilk test, paired t-test, Wilcoxon signed-rank test, and Pearson correlation analysis. Results: Students’ problem-solving abilities improved significantly from a total score of 116.80±11.96 for 32 items to 122.23±12.80 (p=0.002). Dental hygiene competencies also improved significantly after TBL (p&lt;0.001). The results of the correlation analysis between problem-solving ability and the level of dental hygiene competency after TBL showed that all items except the personal control subscale had a positive correlation with the four dental hygiene subcompetencies (p&lt;0.05). Conclusions: Structured TBL significantly improved both clinical dental hygiene competencies and problem-solving abilities. These findings suggest that TBL is an effective educational strategy for enhancing dental hygiene students’ skills in clinical practice.

A critical overview of the cultural elements in four EFL textbooks used in Croatian secondary schools

The significance of integrating cultural elements into foreign language (FL) teaching has been widely recognized by many researchers (Kramsch, 1998; Byram, 2008; Sercu, 2010). Consequently, in recent years, cultural content analysis of English textbooks has received considerable attention. Impelled by the newly reexamined pedagogical standards and the existing National Curriculum in Croatia, this paper provides a critical overview of the cultural elements in four English textbooks for secondary schools used in Croatian EFL classrooms. As one of the three existing domains in the English Language Curriculum, intercultural communicative competence (ICC) is perceived as an inevitable and integral part in successful foreign language learning. The paper is divided into a theoretical and an analytical part. The former gives a brief overview of the previous and contemporary research in the field of textbook analysis and the importance of intercultural communicative competence in the foreign language learning. The second provides both qualitative and quantitative results of the representations of cultural elements such as topics, visuals, audio material, values and cultural activities. Qualitative analysis of the textbooks is elaborated separately, and quantitative results are presented collectively for all four textbooks. Textbook material is examined against Amanda Hilliardʼs analytic kit, which combines three frameworks for the most appropriate multi-layered analyis of the cultural content. The results of the analysis corroborate some of the previous research findings pointing at the overemphasis of specific topic areas, representation of ethnic minorities in the visuals, accents in audio materials and overly positive perspectives of the target culture. The article concludes with some practical suggestions for further modernization of the intercultural activities which would strengthen studentsʼ skills such as tolerance for ambiguity, empathy and adaptability.

СВІТОГЛЯДНІ МАШИНОЗНАВЧІ ЗНАННЯ МАЙБУТНІХ УЧИТЕЛІВ ТЕХНОЛОГІЙ

Mechanical engineering competence is a basic component of the professional training of future technology teachers. It is implemented, as a rule, in the specialized education of high school students and directs their professional self-determination to the field of modern production, helps schoolchildren navigate different types of working machines, using as a support the ability to determine their methods of action, and also allows future technology teachers to competently organize extracurricular work and extracurricular education of schoolchildren. Currently, the actual content of mechanical science knowledge of future technology teachers is narrow and irrelevant to their professional activity, as it models the basics of the professional competence of future design engineers in the mechanical engineering industry. The article substantiates the need to replace the functional concept of the content of mechanical knowledge of future technology teachers with the concept of the user of working machines. Accordingly, the knowledge of the engineer-designer of the machine-building industry is being replaced by the basic worldview knowledge of the mechanical engineer as a reference qualified user of working machines or equipment in general. In the study, it was hypothesized that the level of cognitive interest of future technology teachers in machine science knowledge will increase if their content is global. The essence of the method of control questions, which allows modeling the machine science worldview of the user of working machines, is revealed. The pedagogical experiment was conducted at Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University during 2018–2024. It consisted of three series of ascertaining, formative and control stages. At the ascertaining stage of the pedagogical experiment, the actual level of students' interest in mechanical engineering knowledge was determined. At the formative stage, traditional machine learning competence was formed in the control groups and innovative machine learning competence in the experimental groups. At the end of the semesters, at the control stage, an assessment was made of the nature of the shift in the cognitive interests of the students of the control and experimental groups towards machine science knowledge. The theoretical value of the results lies in substantiating the concept of the user of working machines for determining the content of machine learning knowledge of future technology teachers. The practical value of the results lies in the use of technical problems as a didactic condition for the formation of students' machine science competence in the process of using the worldview of machine science knowledge they have learned to solve educational technical problem situations.

Hybrid Deep Learning Techniques for Improved Anomaly Detection in IoT Environments

The Internet of Things (IoT) is no longer limited to single personalities, but rather, it is a perceptions that has widely increased and spread in some applications or fields. The mechanism for communicating between IoT devices similarity works as traditional communication between hosts. However, the growing use of IoT has been gaining the interest of a growing number of attackers. Hence, a number of researchers are attempting to build an intrusion detection system utilizing machine learning and deep learning algorithms. In this work, a novel attack detection model is proposed by superimposing Whale Optimization Algorithm and Bidirectional Long Short-Term Memory (WB-LSTM) together. There are numerous deep learning competencies, but LSTM is one of the ones used to interpret big data or time series data. But, it is not easy to find what is the best weights for LSTMs in order to directly achieve performance. The LSTM results were 99.1%. Hence, in this work, we introduce the WOA-LSTM hybrid model, that utilizes WOA for finding the optimal weights for a network based on LSTM, and is used to detect the IoT attacks. The 99.98% was obtained from the WOA-LSTM hybrid model.