Level Of Competence Research Articles

Assessment of Learning Curve for Radiofrequency Ablation in Twin Reversed Arterial Perfusion Sequence: A Simulation Model Study.

This study characterized the procedural learning curve of novice practitioners in mastering radiofrequency ablation (RFA) in a simulated twin reversed arterial perfusion sequence (TRAPS) model. Twelve novices practiced RFA in a TRAPS model, which was evaluated for validity. A learning curve CUSUM analysis was performed to define the number of procedures required to achieve competency. The learning plateau of needle insertion time and the number of procedures required to surpass 90% of the learning plateau were calculated. The overall model rating of 4.26±0.58 serves as validating the high learning performance. A success rate of 92.8% was achieved across 767 procedures. The average number of procedures required to achieve technical competency was 29 relative to years of experience in minimally invasive prenatal testing. After reaching this competency level, the success rate improved from 88.2% to 96.7% (P<0.001). The needle insertion time learning curve indicated that 90% of the learning plateau was reached after 21 procedures, with the learning plateau occurring at 27.5s. Performance in RFA within the simulated TRAPS model improved over time. Achieving competency enhanced technical success and shortened the needle insertion process. This simulation training provides practical skills for inexperienced surgeons. TCTR20221005001.

How faculty availability influences doctoral student perceptions of mentor competence

ABSTRACT There is a considerable amount of scholarship from across disciplines that extols the value of effective faculty mentorship in doctoral student development. However, there is much less research on the influence of mentoring dysfunction on doctoral student–faculty relationships. The current mixed methods study used a cross-sectional survey from a cluster sample of graduate departments across a tier one research institution to investigate the influence of one type of mentor dysfunction, faculty unavailability, on doctoral student perceptions of faculty mentor competence, self-evaluations of discipline competence, and likelihood to graduate. Responses from 378 participants showed that faculty availability was significantly associated with student perceptions of effective mentorship, the highest levels of self-assessed discipline competence, and confidence in completing their degree. Based on these results, we present a model of doctoral student mentoring needs that we hope can guide research on dysfunctional mentorship in higher education moving forward.

Early Years Educators’ ICT Competence, Attitude, Perceived Benefits and Challenges of Integrating Digital Storytelling Package in Instruction in Southwest, Nigeria

Children at the early stage of life require functional educational opportunities to develop their full potentials and become useful members of the society in later years. The use of technology tools in education at a time like this can therefore not be overemphasized. However, teachers that will teach them needs be taken into consideration. This study therefore focuses on ICT competence and attitude of early years educators as well as the perceived benefits and challenges of integrating digital storytelling package in instruction in Southwest, Nigeria. The study adopts a descriptive design of the survey method. A researcher designed questionnaire was used to collect data from the respondents. The instruments were given to experts in Computer science and Educational technology to determine the validity. The reliability of the instrument was determined section by section based on the six major variables using the Crombach alpha. The target population comprised all early scholars’ caregivers/teachers in primary schools in Southwest, Nigeria. Multi-stage sampling procedure was employed to select samples for the study. In all, one hundred and twenty caregivers were selected from tertiary institution staff primary schools in the six Southwestern states of Nigeria. The findings of the study showed that the respondents generally have low Level of ICT competence and that they have positive attitudes towards integrating digital storytelling in instructional process. The early years education teachers also agreed on the various benefits as well as the challenges to be faced as digital storytelling package is introduced. It was therefore recommended among others that an ongoing training should be provided for teachers to further enhance their ICT competence to ensure that they can effectively integrate digital storytelling and other digital tools into their teaching practices.

THE EFFECTIVENES OF SPELLING CITY WEBSITE IN IMPROVING ENGLISH SPELLING SKILL IN WRITING AMONG NINTH-GRADE STUDENTS AT SMPN 10 BARRU.

This study investigates the effectiveness of the Spelling City website in improving English spelling skills in writing among ninth-grade students at SMPN 10 Barru. Utilizing a Classroom Action Research (CAR) approach, the research was conducted over two cycles involving 27 students. Quantitative data were collected through pre-test and post-test evaluations, with improvements analyzed using N-gain scores. The findings reveal significant improvements in students' spelling skills, with average pre-test and post-test scores increasing notably between cycles. In Cycle I, students achieved a moderate level of improvement, while in Cycle II, more than 80% of students reached the desired competency level. This improvement highlights the potential of integrating technology-based tools, such as Spelling City, to create an engaging and interactive learning environment. Additionally, the study underscores the role of gamification, instant feedback, and adaptable word lists in motivating students and fostering sustained engagement. These elements not only enhance spelling accuracy but also contribute to better writing skills and greater learning enthusiasm. This research provides valuable insights into the use of web-based educational tools to address specific learning challenges, offering practical implications for teachers, policymakers, and developers of learning technologies.

Language Technology Initiative: digital competence enhancement case study

The advancement of artificial intelligence and other related automation technologies has put forward new challenges at the tertiary education level, namely, the development of digital competence alongside the development of core knowledge, skills and competence of the study programme. These preconditions create favourable environments and justify the need to elaborate on digital competences in the humanities. To address these needs, the course Introduction to Applied Linguistics and Language Technologies has been designed as a part of the EU Recovery and Resiliency Facility project Language Technology Initiative and included in the BA study programme. The course comprises activities specifically targeted at the skills for language technology application for automated text analysis and synthesis and audiovisual material processing in students’ professional activity and research. The goal of the present study was to uncover which digital competence areas are enhanced, what competence levels are reached by these activities according to the definitions in the DigComp 2.2 framework and pilot them. To reach the goal, the present exploratory case study focused on an in-depth investigation of the mentioned course, i.e., eight activities that aim at language technology skills were mapped according to DigComp 2.2 and piloted. This process revealed that the activities cover two competence areas at level 6 and level 7. The piloting results were summarised through the course performance metrics and the corpus analysis of students’ questionnaires.

예비 초등영어 교사의 디지털 리터러시 역량 수준 탐색 연구

Objectives In order to understand the level of digital literacy competency of pre-primary English teachers, this study explores the experience and perception of digital technology use in English education and, based on this, identifies the content elements of teacher education necessary for pre-primary English teachers. Methods To explore the level of digital literacy competency of pre-service elementary English teachers, a survey was conducted on 50 male and female undergraduate students enrolled in the third grade of S City University of Education. The questionnaire for the level survey of digital literacy competency was composed by reflecting the five sub-competencies of digital literacy on a Likert 5-point scale, and once the frequency and standard deviation of each area were obtained, the correlation between each factor was also confirmed. Results As a result, the overall average of the respondents' digital literacy competency level was 4.19 (standard deviation 0.49), and the area with the highest average by area was the attitude area for technology. On the other hand, the lowest area among the five elements was the English-related learning strategy area, and the average of the respondents was 3.63. Respondents used it frequently as a tool for social communication in their daily lives, but their use as a tool for communication for English learning was low. As a result of the correlation survey between the sub-factors of competency, the correlation between the elements of technology knowledge and technology and the elements of use of technology execution was the highest. Conclusions A teacher’s digital literacy competency is also highly related to teaching expertise. Since learning strategies using digital technology are used when learning English, and a positive attitude toward English learning using digital technology is a necessary factor to acquire digital competencies as an English instructor, a follow-up study is needed to develop and implement pre-service teacher education programs. Additionally, a teacher education program linked to the field should be developed so that positive experiences using digital technology can lead to the use of English learning strategies using digital technology, taking into account the correlation between competency sub-factors.

Assessing the Implementation of Competency-Based Education and Training in Kenya: A Case Study of the Nyeri National Polytechnic, Kenya

Competency-based education and training (CBET) focuses on developing practical skills, knowledge, and attributes in trainees rather than just theoretical knowledge. Launched by the Ministry of Education in Kenya in 2018, CBET aims to prepare trainees for real-world employment, making them professionals. However, traditional knowledge-based technical training methods have not been fully phased out in technical training institutions. This study aimed to assess the implementation of CBET in Kenya using The Nyeri National Polytechnic (NNP) in Nyeri, Kenya, as the case study. The research focused on the following objectives: to determine the level of pedagogical knowledge of the CBET approach among CBET trainers at NNP, to explore instructional processes CBET trainers use in content delivery at NNP, and to find out the assessment methods CBET trainers use to evaluate the competence levels developed by CBET trainees at NNP. Vygotsky's constructivist theory of learning guided this study, emphasising that learners actively construct knowledge. A descriptive case study design was used, targeting a population of 3,887, including 265 CBET trainers and 3,622 trainees at NNP. The sample comprised 363 respondents: 25 trainers and 338 trainees, selected through purposive and stratified purposeful sampling. Data were collected via questionnaires, coded in SPSS, and analysed using descriptive statistics like frequency, percentage, and mean, presented through narratives and tables. The study found that CBET trainers demonstrated, on average, an Advanced Level (74%) of pedagogical knowledge in the CBET approach, indicating a solid understanding but with 26% room for improvement to reach Expert Level (90% - 100%). Trainers utilised Universal Design for Learning (UDL), active learning, learner-centred methods, practical sessions, and dual training at an average of 68.8%, while traditional methods comprised 31.2%. Reliance on traditional written assessments was 38.9%, with evaluations occurring only once during trainees' four-month industry attachments, supplemented by written assessments (CATs and end-of-term exams) to assess competence. Recommendations highlight opportunities for professional development to elevate trainers to an Expert Level. Key interventions include refining instructional methods, enhancing resource availability, and strengthening partnerships for dual training. It is also vital for CBET trainers to adopt innovative assessment tools to effectively evaluate trainees’ competencies in line with industry standards. This research offers valuable insights for education stakeholders, providing a basis for assessing CBET implementation in technical institutions. It aids policymakers in refining strategies to enhance CBET initiatives and contributes to the knowledge base for future research in this area.

Construction of leadership competency model for civil aviation flight cadets: An empirical study from China

Human factors are often linked to unsafe events in civil aviation transport, with the competency level and decision-making abilities of flight crews playing a significant role. The leadership and teamwork competency of the flight crew in the cockpit directly influences the occurrence of aviation safety incidents. Leadership is a developmental and trainable skill. This study aims to explore the key components of leadership and the competency model for civil aviation flight cadets. Based on classic leadership theories and leadership development theories, the research adopts a qualitative analysis using grounded theory and utilizes Nvivo 11.0 software for data analysis. An initial leadership evaluation index system for flight cadets was developed. Through a survey of 319 civil aviation pilots and using SPSS 26.0 software for data processing, an evaluation index system was established, covering 4 dimensions—core values, leader competency, outstanding thinking, and positive behavior—with 22 indicators. The study also applied AMOS 24.0 software to conduct validation factor analysis and path analysis and construct the BLVT model of leadership development for civil aviation flight cadets. The findings indicate that, within the 4 dimensions of leadership and the BLVT model, core values influence positive behavior through leader competency and outstanding thinking, resulting in appropriate performance by flight cadets. Outstanding thinking directly affects leader competency, thereby driving the leadership development of flight cadets, who form the development of their leadership skills by recognizing their leadership competencies. The results of this study clarify the 4 key elements of leadership composition and development for civil aviation flight cadets, providing valuable insights into leadership training and development. This study significantly contributes to bridging the gap in civil aviation pilot leadership training and offers a clear pathway for enhancing pilot leadership.

Assessing Teacher’s Competence in Environmental Education: The Case of Selected National High Schools in Sulu

This study aimed to assess the teachers’ competence in environmental Education: The case of selected national high schools in Sulu and to identify factors that influence teachers' competence in environmental education, such as educational background, training, and available resources. Additionally, it explored teachers' perceptions of environmental issues and their role in fostering environmental awareness among students. To effectively structure the data collection process for this study, a descriptive-exploratory research design was employed using a quantitative approach was employed in bridging gender gap for fostering inclusivity in secondary schools: Sulu national high schools in focus. Because a descriptive technique gathers, examines, and verifies data, this approach is used. When creative investigation is followed by description, the discoveries are arranged to match hypotheses, which are subsequently tested or validated (Krathwohl, 1993). The result indicated that teachers in selected national high schools in Sulu, mostly females aged 31 and above, showed a moderate level of competence in environmental education, particularly in knowledge, teaching methods, and training. No significant differences were found across demographic groups, and strong correlations among key factors suggest these areas are closely linked. The results highlight the need for continuous training and align with the TPACK framework in enhancing environmental education.

Proficiency and associated factors of laboratory professionals in sputum smear microscopy at selected peripheral public and private diagnostic laboratories in Ethiopia: cross-sectional study

BackgroundIn countries with a high prevalence of TB, such as Ethiopia, direct sputum smear microscopy remains the most cost-effective tool for diagnosing patients with infectious tuberculosis and monitoring their progress on treatment. However, poor-quality sputum microscopy services may lead to the failure to detect persons with active tuberculosis and may cause unnecessary anti-TB treatment for non-TB cases. Proficiency level is the percentage agreement between participants'readings and the reference panel results. The aim of this study was to assess proficiency and associated factors of laboratory professionals in sputum smear microscopy for acid-fast bacilli at selected peripheral public and private diagnostic laboratories in East Gojjam Zone, Northwest Ethiopia, in 2023.MethodAn institutional-based cross-sectional study design was conducted from March 2023 to June 2023 at selected peripheral public diagnostic laboratories in East Gojjam Zone. 65 laboratory professionals were selected randomly from 41 peripheral public diagnostic laboratories in the study area. A validated questionnaire and 10 panel slides were used as data collection tools. The panel consisted of 5 pre-stained and 5 unstained slides. Data were entered and analyzed using the Statistical Package for Social Sciences software (SPSS version 20). P values less than 0.05 were considered statistically significant when looking for associations between dependent and independent variables.ResultThe overall proficiency level of laboratory professionals in tuberculosis smear microscopy was 81.92% with 95% CI [78.46–85.38]. Previous TB smear microscopy training, work experience, and institution of education had a significant association with the overall performance of laboratory professionals in TB smear microscopy.ConclusionThe overall TB smear microscopy performance level of laboratory professionals at peripheral diagnostic laboratories in Ethiopia, was satisfactory, indicating a good level of competence. However, notable technical errors related to smear reading and reporting were observed. Thus, higher education institutions, especially private institutions, and the Zonal Health Department, should implement educational and training interventions to address the identified gaps and ultimately contribute to the national TB control program.

Skills That Matter: Job Competence in Agricultural Advisory Professionals: A Correlational Study In Cotton Zone, Punjab, Pakistan

Agricultural extension services play a pivotal role in bridging the gap between research institutions and farming communities. The effectiveness of these services largely depends on the job competence of field-level professionals who provide advisory and technical support to farmers. Competence in this context includes a range of skills such as communication, empathy, judgment, technical knowledge, and initiative. This study was conducted to assess the job competence of Agricultural Advisory Professionals (AAPs) working in selected districts of the Cotton Zone of Punjab, Pakistan. Recognizing the critical role these professionals play in delivering agricultural extension services, the research sought to evaluate their competency levels across key skill dimensions. A total of 140 AAPs were selected using a stratified random sampling technique. Data was collected through a structured questionnaire comprising 30 items categorized into five major competence dimensions: communicative ability, initiative, empathy, technical knowledge, and judgment. Two assessment techniques—self-rating and supervisor-based rating—were used to evaluate job competence, with responses rated on a five-point Likert scale. Descriptive statistics and cross-tabulation techniques were employed for data analysis. Results revealed that 60.84% of AAPs rated themselves at a medium competence level, while 62.50% received the same rating from their supervisors, with an overall medium competence level found in 70% of respondents. Self-ratings indicated higher competence in communicative ability, initiative, empathy, and technical knowledge, whereas supervisor ratings highlighted strengths in initiative, communication, empathy, and judgment. The study recommends the implementation of targeted capacity-building programs, performance appraisal systems, mentorship initiatives, and regular feedback mechanisms to enhance the professional effectiveness of AAPs in agricultural extension services.

Обучение сотрудников использованию средств АДК с помощью программы «Макатон» в учреждении социального обслуживания для детей с ТМНР

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objectives. &lt;/strong&gt;The inability to engage in full-fledged communication among children with severe multiple developmental disabilities (SMDD) limits their development and complicates integration into society. Between 72% and 96% of residents in specialized social service institutions are either nonverbal or use spoken language in a limited way. The effectiveness of augmentative and alternative communication (AAC) tools depends not only on the functioning level of the individual with SMDD but also on the quality of the communicative environment. This study evaluates the effectiveness of a developed and piloted training program for adults titled &amp;ldquo;Augmentative and Alternative Communication Using the Makaton Language Program&amp;rdquo; to provide communication tools for individuals with SMDD.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Methods&lt;/strong&gt;. The study involved 82 staff members from &amp;ldquo;My Special Family Center &amp;lsquo;Sem-Ya&amp;rsquo;&amp;rdquo;, who completed the training program &amp;ldquo;Augmentative and Alternative Communication Using the Makaton Language Program&amp;rdquo; during 2022&amp;mdash;2023. Methods included surveys, interviews, observation, a baseline study, and a training experiment. Documentation analysis and qualitative-quantitative analysis of results were conducted to assess the effectiveness of the training.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Results.&amp;nbsp;&lt;/strong&gt;75 out of 82 trained staff members now use AAC tools in their work, whereas only one person used AAC before the training. The trained staff developed a conceptual understanding of AAC; using a multimodal approach, AAC tools were integrated into both developmental sessions and the daily lives of children. Educators now create pauses to offer children opportunities to respond or choose, communicate using both speech and gestures (such as greetings and farewells), and encourage children to engage in communication.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Conclusions.&amp;nbsp;&lt;/strong&gt;The developed training program proved effective in teaching staff how to use AAC tools via the Makaton program. The quality of the communicative environment for children with SMDD in social service institutions depends on ensuring a sufficient level of AAC-related competence among all staff&amp;mdash;not just teachers&amp;mdash;as well as on the availability of AAC tools and appropriate material and methodological conditions. Training staff in multimodal communication helps provide children with a quality communicative environment, easing the processes of socialization and learning.&lt;/p&gt;

Профессиональный экзамен как ресурс повышения готовности будущего педагога-психолога к сопровождению образовательного процесса в школе

&lt;p&gt;An important problem of modern psychological and pedagogical education is the assessment of the readiness of university graduates to carry out the basic professional function of supporting the educational process in educational organizations of different levels. The aim of the article is to study the potential of the demonstration professional examination not only as a resource for identifying the level of professional competencies of students and determining the &amp;ldquo;zone of nearest development&amp;rdquo; of these competencies, but also as a resource for improving the readiness of future teacher-psychologists to support the educational process at school. The content and organizational characteristics of the training direction &amp;ldquo;psychology-pedagogical education&amp;rdquo; are described, the methodology of which is based on the provisions of the scientific school of cultural-historical psychology, system-activity and competence approaches to the formation of educational results of students. The directions and necessary conditions for improving the developing educational environment of the university are substantiated, which is a resource for increasing the professional readiness of students to support the educational process at school. The analysis of modern researches of effectiveness of professional examination, introduced in the Higher Education Institutions of the Russian Federation is presented.&lt;/p&gt;

Competency-Based Graduate Nursing Education for Fundoscopic and Otoscopic Exam Using Telehealth.

Mastery of physical assessment skills is critical for assessing and diagnosing patients and is an important learning objective for graduate nursing programs. Standard equipment makes assessment of these skills difficult. A quasi-experimental pre/post single cohort design was used for this project. A telehealth cart adapted with an otoscope and a PanOptic™ ophthalmoscope with a smartphone facilitated the acquisition of kinesthetic skill to perform an otoscopic and fundoscopic exam. Using Benner's novice-to-expert theory stages of competence, the combined values of perceived competent and proficient levels improved from 22 to 40 percent pre-instruction to 70 to 87 percent post-instruction for both techniques.

Development of the Aquatic Competence Assessment for Children (ACA-C): A Tool for Measuring Personal Aquatic Competence Index

Background: This study developed and validated the Aquatic Competence Assessment for Children (ACA-C), an instrument designed to measure personal aquatic competence index in children aged 6 to 12 years. Aquatic competence is essential for water safety and the promotion of healthy habits, yet few validated tools integrate its multiple dimensions. The ACA-C is based on an ecological approach, considering the interaction between the child and various aquatic environments, both artificial (swimming pools) and natural (seas, rivers, and lakes). It is structured into three dimensions: aquatic literacy, drowning prevention, and environmental education, facilitating its application in diverse contexts. Methods: The ACA-C was validated using the Delphi method, with experts in aquatic education and safety. Kendall’s W coefficient of concordance was employed to measure the level of agreement among judges, ensuring rigorous criteria for item selection. Additionally, pilot studies were conducted with children in controlled aquatic environments to refine the instrument’s structure and content. Results: The results demonstrated high reliability and validity of the ACA-C for assessing children’s aquatic competence. This tool enables the identification of both actual and perceived competence levels, guiding pedagogical strategies for improvement. The inclusion of environmental education reinforces a comprehensive approach, fostering safety, responsible decision making, and enjoyment of aquatic environments. Conclusions: This study provides a validated instrument for use in educational and preventive contexts, contributing to water safety and well-being.

Assessing teacher competence in gender equality in the Moroccan educational context

IntroductionGender-responsive education plays a crucial role in fostering equitable learning environments. Despite Morocco’s legal and institutional efforts to promote gender equality, the integration of gender-sensitive teaching practices remains inconsistent. This study assesses the attitudes and competencies of Moroccan teaching staff, including trainee teachers, regarding gender-responsive education.MethodsA mixed-methods approach was employed to evaluate gender knowledge and awareness, the application of gender-responsive teaching strategies, and the development of gender-related behaviors. The Teacher’s Gender Equality Competence Scale (TEGEP) was administered to 242 participants, primarily from teacher training institutions. Quantitative data were analyzed using descriptive statistics and correlation analysis to identify key trends and relationships.ResultsThe findings reveal diverse perspectives on gender equality in education. While some participants exhibit strong self-efficacy in applying gender-responsive teaching methods, others demonstrate limited awareness and preparedness. Variations in competency levels are influenced by educational background and teaching experience, highlighting both strengths and areas requiring improvement.DiscussionThese results emphasize the need for targeted professional development programs to strengthen teachers’ gender-responsive competencies. Enhancing both initial training and continuous professional learning is crucial for embedding gender-sensitive pedagogy effectively within Moroccan classrooms.

Analysis of recruitment practices in shipping companies

ABSTRACT Due to the nature of the sector, maritime industry stakeholders aim to align the relevant seafarers' professional skills and the job's requirements as sensitively and in detail as possible during the recruitment processes. More empirical studies in the literature on the effectiveness of recruitment processes in the maritime sector still need to be done. This research focuses on the problems experienced by seafarers in the recruitment process and analyses the efficiency of the applications used in the recruitment process. The data in the study were obtained by a survey method and evaluated with the SPSS 22.0 program. The obtained data were first processed using reliability and validity analysis, and after this stage, descriptive statistics, ANOVA and cross-table analyses were performed on the data set. In the light of the findings obtained as a result of the research, it was revealed that the operational dimensions of the recruitment processes were generally not evaluated well enough by the businesses, especially the evidence-based assessment interviews and processes needed to be perceived sufficiently. The side findings are that the dimensions of recruitment and selection errors were generally evaluated at a sufficient level and that it was necessary to work with people who were not psychologically adequate and needed a better level of professional competence on ships. In addition, as a result of the one-way ANOVA analysis, it was determined that no significant correlation could be established between the type of ship worked on and the years of experience and other variables and that various problems occurred in the relevant areas of the sector. At the end of the study, the multiple response frequency analysis revealed that nepotism and sending sailors with psychological problems to the vessel were the two most important problems in this area.

Affective Domain, Social-Emotional Learning, and Mathematics Achievement of Upper English Programme Thai Students

The affective domain and socio-emotional learning (SEL) competencies have been increasingly recognized for their significant impact on academic achievement, particularly in mathematics. Emotional engagement and social-emotional skills influence students' motivation, perseverance, and academic performance. This study explored the affective domain and SEL competencies that impact mathematics achievement among students in the Upper English Programme (UEP) at a secondary school in Nakhon Si Thammarat, Thailand, during the first semester of the 2024 academic year. A proportionate stratified random sampling method selected 123 students from Mathayomsuksa 4–6. Data was collected through validated and pilot-tested questionnaires assessing students' emotional engagement and SEL competencies. A predictive-correlational research design was employed, with Pearson correlation and multiple regression analysis used to analyze the relationships between the affective domain, SEL competencies, and mathematics performance. The results revealed significant positive correlations between students’ mathematics performance, their affective domain, and SEL competencies. Specifically, belief emerged as the strongest predictor, explaining 65.2% of the variance in mathematics performance. Students with high levels of emotional engagement and SEL competencies, particularly belief, showed improved academic outcomes in mathematics. These findings highlight the critical role of fostering positive emotional engagement and SEL skills to enhance mathematics achievement and overall well-being. The study underscores the integration of SEL competencies and emotional engagement into the curriculum, which can contribute to better educational outcomes.

Perceptions of AI competence in social and healthcare services: Readiness, reliance and realism

Artificial intelligence (AI) is transforming the health and social service environment through increasingly advanced and autonomous digital solutions. AI competence is recognized as an emerging dimension of digital competence, leading to a growing demand for AI-related skills among health and social service professionals (HSPs). In this study, AI competence is viewed as an orientation towards understanding and learning about AI in different professional contexts, including AI ethics, the ability to apply AI, and the perceived AI self-efficacy. The research questions were as follows: 1) How do HSPs evaluate the level of their AI competence? and 2) Does qualitative and quantitative work experience correlate with the perceived AI competence? The study used survey data collected in 2024 by the Ministry of Social Affairs and Health in Finland. The sample comprised 735 HSPs, approximately one-fifth of whom had supervisory duties, while approximately 60% worked primarily in customer or patient care. The respondents perceived AI as a crucial component of overall digital competence. However, they also expressed that their current level of competence, for example, in the ethical implementation of AI, was insufficient relative to the growing importance of AI technologies in everyday work. HSPs with 16–20 years of work experience exhibited the greatest AI competence deficit. In an occupational comparison, AI competence deficit was less probable among practical nurses, likely due to the well-established role of health technologies in their education in Finland. To enhance AI competence among HSPs, national and regional collaboration with educational institutions should be strengthened, incorporating both formal and informal learning opportunities.

Exploring the Dynamics of Social-Emotional Competencies, Fear of Failure in Learning, and Engagement in Online Learning

ABSTRACT This study explores the interplay between students’ social-emotional competencies (SEC), fear of failure in learning (FOFL), and engagement in online learning. Specifically, this study examines how varying levels of social-emotional competencies (low, moderate, and high) might influence the relationship between fear of failure in learning and engagement in online learning. A total of 245 undergraduate and graduate students enrolled in online courses completed the scales measuring their social-emotional skills, fear of failure in learning, and engagement in online learning. This study found that for students with low SEC, FOFL negatively impacts engagement, suggesting that lower SEC exacerbates FOFL’s adverse effects. For students with moderate SEC, a weak positive correlation emerged, indicating that students with moderate social-emotional skills may perceive FOFL as a manageable challenge, enhancing engagement. In the high SEC group, FOFL showed no significant impact on engagement, suggesting that high SEC acts as a buffer, stabilizing engagement levels regardless of FOFL. Fisher’s z-tests confirmed significant differences in the FOFL-engagement relationship across SEC groups, with a pronounced effect for the low SEC group. These findings underscore the moderating role of SEC, suggesting that fostering social-emotional competencies may mitigate the negative impact of FOFL on engagement in online learning.