Introduction: Nursing competence is a cornerstone of highquality patient care, yet there is limited empirical evidence from rural regions of Northeast India, particularly Meghalaya. These areas face unique systemic challenges, including workforce shortages, high patient loads and limited resources, which may further impede the delivery of effective healthcare services. Aim: To assess the level of nursing competence among nurses employed in secondary healthcare centres in the Garo Hills region of Meghalaya and to examine whether selected workplace factors predict variations in competence. Materials and Methods: A cross-sectional study was carried out in 16 Secondary Healthcare Centres (District Hospitals and Community Health Centres) across the Garo Hills region of Meghalaya, from 11th July 2023 to 19th August 2023. Using purposive sampling facilitated by Institutional gatekeepers, 226 nurses were approached, with 222 responding to the questionnaire. Data were collected using the validated Nurse Professional Competence Scale – Short Form (NPC-SF), which assesses multiple domains of nursing competence. Prior to data collection, ethical approval was obtained, and written informed consent was secured from all the participants. Descriptive statistics summarised demographic, workplace characteristics and competence data, while multiple linear regression analysis was applied to identify predictors of competence. Results: The mean overall competence score was 5.34±1.28, indicating a moderate level of nursing competence. Among the competence domains, documentation and administration of nursing care scored highest (5.51±1.27), while nursing care scored lowest (5.03±1.16). The majority of nurses (96.85%) reported working more than 50 hours a week, with 82.88% frequently involved in overtime duties. Regression analysis revealed that workplace factors such as overtime involvement and departmental distribution did not significantly predict competence {(R²=0.018, F (4,217)=0.99, p-value=0.413)}. Conclusion: Nurses in the Garo Hills, Meghalaya, demonstrated a moderate level of competence across all assessed domains. The findings suggested that nursing competence may be influenced by broader organisational, educational, and psychosocial factors not captured in the present study.

This study was based on the perceptions of students about their self-perceived SEC and its impact on mental health and academic achievements of 8th-grade students of public sector elementary schools of tehsil Sargodha. The objectives of study were to measure the level of Social and Emotional Competence of 8th Grade students, to assess the state of mental health of 8th grade students, to examine the academic achievements of 8th grade students, to measure the impact of SEC on 8th grade students’ state of mental health, and also on their academic achievements. In present study, 8th grade students were taken as population belonging to government elementary schools of tehsil Sargodha. A sample of 280, out of which 140 were boys and 140 girls were taken and obtained their perception about the SEC and mental health through self-developed questionnaire. It was found that social emotional competencies have an impact on academic achievement, girls are better in academic grades and mental health.

Background: Increasing cultural diversity within healthcare systems requires nurses to possess cross-cultural competence in order to deliver culturally congruent and patient-centered care. In multicultural societies such as Pakistan, differences in language, ethnicity, and cultural health beliefs can influence communication, treatment adherence, and overall healthcare outcomes. Despite the importance of culturally responsive care, empirical evidence assessing cultural competence among nurses in district-level healthcare facilities remains limited. Objective: To assess the level of cross-cultural competence among nurses working at District Headquarters Hospital Mirpurkhas, Sindh, Pakistan. Methods: A quantitative cross-sectional study was conducted among 95 nurses selected through non-probability convenience sampling. Data were collected using a structured questionnaire consisting of demographic variables and the Ethiopian Health Workers’ Cultural Competence Scale (EHWCCS), which measures four domains: cultural health skills, cultural health awareness, cultural health desire, and cultural health knowledge. Responses were recorded on a five-point Likert scale. Data were analyzed using SPSS version 20, and descriptive statistics including frequencies, percentages, means, and standard deviations were calculated. Results: The overall level of cross-cultural competence among nurses was moderate, with a mean score of 3.38 ± 1.29. Cultural health knowledge demonstrated the highest mean score (3.57 ± 1.18), followed by cultural health awareness (3.48 ± 1.34) and cultural health desire (3.45 ± 1.33). Cultural health skills recorded the lowest mean score (3.03 ± 1.29), indicating limited practical application of cultural competence in clinical practice. Conclusion: Nurses demonstrated moderate cross-cultural competence, with stronger knowledge and awareness than practical skills. Strengthening transcultural nursing education, communication training, and institutional support programs is essential to enhance culturally responsive healthcare delivery in diverse clinical settings.

Fintech offers unique opportunities to advance financial literacy education, however its broader application is dependent on a range of socio-economic factors. This study aimed to investigate. This study aimed to uncover to what extent certain socio-economic conditions are prevalent in a developing country, such as South Africa, which are necessary for fintech-based financial literacy education interventions. To this end, a quantitative research design was used with a positivist approach with a total of 1,141 respondents. The findings indicate that South Africa possesses a solid foundation for advancing digital financial literacy, supported by widespread internet access, high levels of digital competence, and a reasonable prevalence of financial literacy skills. While current usage of digital financial education tools and apps remains limited, those who do engage with them recognize their value and potential impact. However, efforts are still needed to boost public interest and confidence in these platforms. This study could attract the interest of policymakers, researchers, advocacy groups, financial institutions and fintech companies that are intent on developing more user-friendly and accessible digital financial literacy educational content.

Point-of-care ultrasound (POCUS) training programs are increasingly implemented in low- and middle-income countries (LMICs) to strengthen diagnostic capacity. Qualitative and sustainable implementation of POCUS capacity requires evaluation of training concepts and programs. In this review we collate approaches of how POCUS training programs and trainee competencies are evaluated in LMICs. This review presents a secondary analysis of data from a previous systematic scoping review that included 53 original studies on POCUS training in LMICs, identified through July 2023. Reported evaluation methods for POCUS training were extracted and categorized according to the Donabedian (structure - process - outcome) and Miller/De Biasio (levels of competence) frameworks. Data synthesis focused on the type, timing, and scope of evaluation across structural, procedural, and outcome domains. POCUS training evaluation approaches were highly heterogeneous, with most studies using multiple methods. Pre- and post-course assessments predominated, focusing mainly on knowledge and technical skills. Competence evaluations covered all levels of the Miller/De Biasio framework, though most targeted lower-order levels, while workplace-based assessments were infrequent. When mapped to Donabedian's model, outcome evaluations dominated, whereas structural and process assessments were inconsistently reported. Few studies demonstrated contextual adaptation, validity testing, or long-term evaluation of training outcomes. POCUS training evaluation in LMICs remains inconsistent and focuses primarily on short-term outcomes and basic competency levels. Applying Donabedian's and Miller/De Biasio's frameworks reveals critical evaluation deficiencies across system and learner dimensions and establishes a conceptional basis for more comprehensive and sustainable POCUS evaluation strategies.

Introduction: School Physical Education has progressively incorporated approaches that recognize the relevance of emotional and motivational factors in teaching and learning processes. In this context, teachers’ emotional competencies have become a determining element in the configuration of the classroom motivational climate. Objective: The objective of the study was to analyze the influence of Physical Education teachers’ emotional competencies on the classroom motivational climate in educational institutions in the province of Pichincha, Ecuador. Methodology: The methodology was developed from a quantitative approach, with a non-experimental, cross-sectional design and a correlational–explanatory scope. The participants were 48 Physical Education teachers and 1,020 students from upper basic education and high school. Two validated instruments were applied: a questionnaire assessing teachers’ emotional competencies and a questionnaire measuring students’ perceptions of the classroom motivational climate. Results: The results showed high levels of emotional competencies among teachers and a predominantly empowering perception of the classroom motivational climate. Positive and significant relationships were identified between teachers’ emotional competencies and an empowering motivational climate, as well as negative relationships with a demotivating climate. Discussion: The discussion revealed consistency with previous research highlighting the role of the teacher as a key agent in generating positive motivational environments in Physical Education. Conclusions: It is concluded that strengthening teachers’ emotional competencies promotes empowering motivational climates and contributes to improving educational quality in school Physical Education.

ABSTRACT Climate extremes such as rising temperatures, erratic rainfall and frequent droughts pose significant threats to agriculture‐dependent communities in Kenya. Education plays a crucial role in equipping learners, ‘our future climate stewards,’ with the necessary knowledge and skills to respond to these environmental changes. The 4‐K Club, a school‐based initiative focusing on practical agricultural and environmental learning, serves as a platform for promoting climate‐resilient education. This study examines how teachers' perceptions and socioeconomic factors influence the implementation of climate‐responsive 4‐K Club activities in Junior schools in Makueni County. Data from 108 teachers were analysed using an ordered probit model. The implementation of 4‐K Club activities ranged from 13.0% to 29.6%, reflecting a low level of activity. The study found that gender, education level and teachers' perceptions of digital literacy competency negatively influenced implementation intensity ( β = −0.906, p = 0.015 for gender, β = −0.926, p = 0.016 for education level). In contrast, the presence of an active 4‐K Club and teachers' perceptions of critical thinking and problem‐solving competencies were associated with higher implementation intensity ( β = 5.051, p < 0.001 for active 4‐K Club). These findings underscore the importance of targeted teacher training, enhanced digital infrastructure, and institutional support in strengthening 4‐K Club–based climate education within Kenya's Competency‐Based Education (CBE). This study contributes valuable insights for enhancing teacher preparedness and informing policy frameworks aimed at integrating climate literacy and sustainable practices into school programs, offering lessons for climate education reform in similar developing contexts.

This study examined Grade 7 students’ competency levels in mathematical word problem solving and their relationship to academic performance in a public secondary school in Davao del Sur, Philippines. A descriptive–correlational research design was employed involving forty-two (42) Grade 7 learners. A researcher-developed 40-item test assessed five domains: reading, comprehension, transformation, process, and encoding. Results showed high competency in reading but low competency in comprehension, transformation, process, and encoding, resulting in an overall classification of less competent. Academic performance likewise fell below expected mastery (M = 37.32). Pearson correlation analysis revealed a significant moderate relationship between competency levels and academic performance (r = .42, p = .006), indicating that higher competency corresponds to better achievement. These findings emphasize the importance of strengthening comprehension and mathematical representation through targeted instructional strategies integrating literacy and structured problem-solving frameworks

This paper aimed to assess the test construction skills of science teachers in public secondary schools in Dagupan City, to establish a foundation for improving current assessment practices. The research was anchored on national and international policies such as the UNESCO Education 2030 Framework, assessment practices of the OECD, and DepEd Order No. 31, s 2020, which concentrated on assessing teachers' competency in the area of test construction and in strengthening classroom assessments. The study covered several aspects of interest: (1) Teachers' profile in terms of academic qualifications, specialization, years of teaching, position, grade level assignment and relevant courses attended; (2) their competency levels in items construction across the four key domains of Item Development (ID), Content Alignment (CA), Cognitive Demand (CD), and Distractor Effectiveness (DE); (3) relationship between teachers' profile and competency levels, (4) expert-based rating of competency in Earth Science, Biology, Chemistry and Physics; (5) challenges encountered in items development process; and (6) propose a framework of improving competency in items construction. A cross-sectional study of 84 secondary science teachers was conducted, using a survey questionnaire and CVI evaluation of teacher-made tests. The results revealed that most teachers held Master's degrees and specialized in General Science and Biology. Their competency was highest in Item Development (M = 3.69) and Content Alignment (M = 3.65), with moderate competency in Cognitive Demand (M = 3.44) and Distractor Effectiveness (M = 3.40). Test construction competence showed a positive correlation with educational level, teaching experience, position, and training, but not with subject area or grade level. Content Validity Index (CVI) scores indicated that Senior High School (SHS) teachers performed better (mean CVI = 0.85) than Junior High School (JHS) teachers (mean CVI = 0.79), with Chemistry performing the weakest in both groups. Barriers to effective test construction included lack of time (76.2%), insufficient training (67.9%), difficulty writing distractors (64.3%), and challenges in assessing higher-order thinking (57.1%). The study recommends expanding training programs, providing additional resources, enhancing time management strategies, and establishing mentorship programs. Additionally, it suggests implementing a developmental framework to improve test construction practices, particularly in subjects like Chemistry and Physics.

To foster academic integrity in students and future scholars, it is essential to understand how their integrity behaviours evolve throughout their educational trajectory and across various academic integrity topics. While much research has examined students' perception of and engagement in plagiarism and other forms of clear-cut cheating, grey-zone practices have largely been neglected, and comparisons across educational levels are rare. This paper presents a comprehensive overview of European students' conceptions of and engagement with less clearcut aspects of academic integrity, and the potential effects of academic integrity training. The study draws on a large-scale survey of 3,297 students from Denmark, Ireland, Portugal, and Switzerland, covering three educational levels (upper secondary, Bachelor, and PhD). The survey examined perceptions of and engagement in likely grey-zone and non-compliant practices across three dimensions of academic integrity: i) Plagiarism and citation practice, ii) Collaborative practices, and iii) Data collection and analysis. Responses were analysed using descriptive statistics and regression analyses. Results showed that participants at higher educational levels were better at identifying likely non-compliant practices related to plagiarism and citation, and they were less likely to have engaged in such practices during their current studies. Progress along the educational trajectory was less pronounced regarding collaborative practices and practices related to data collection and analysis. In particular, 14% of the PhD level participants admitted having deleted deviating data "based on a gut feeling that they were inaccurate" and 20% admitted to keeping inaccurate records. All participants had a low level of competence in identifying grey-zone practices, and strikingly, their competences did not improve along their educational trajectory. Academic integrity training was not consistently correlated with any group of participants' competences regarding likely grey-zone practices, although it was positively correlated with upper secondary and PhD participants' competences concerning certain likely non-compliant practices. These results call for a different approach to academic integrity training. In particular, they call for more comprehensive approaches that include grey-zone as well as non-compliant practices, and address a broad range of questionable behaviours, not only plagiarism.

This research examines the components of digital citizenship competency and evaluates the priority development needs among secondary school administrators within Provincial Administrative Organizations in Northeastern Thailand. Using a quantitative survey design, data were gathered from a stratified random sample of 582 educational personnel. The instrument assessed current and ideal states across five key domains: Digital Ethics, Communication, Literacy, Security, and Participation. Data analysis involved calculating means, standard deviations, and the Modified Priority Needs Index (PNI). Results indicated that the overall current competency level was moderate (3.36), while the desired level was at the highest (4.60). Notably, Digital Literacy was identified as the most urgent area for development (PNI = 0.44), followed by Digital Security and Digital Ethics. Conversely, Digital Communication and Participation showed lower priority indices. These findings highlight a significant gap in technical and normative skills compared to interaction skills. Therefore, strategic policies should focus on improving digital literacy, security, and ethical foundations to better empower educational administrators amid ongoing digital challenges.

Introduction: Kinesthetic engagement based on drama is nowadays perceived as a developmentally adequate approach to developing fundamental motor skills (FMS) in early childhood. Objective: The aim of the study given was to determine the efficacy of an 8-week drama-based kinesthetic program on locomotors, object control, and stability skills among kindergarten children. Methodology: The children of the Al-Surra Kindergarten in Kuwait with an age of 4 to 6 years were quasi-randomly divided into experimental (EG, n = 20) and control group (CG, n = 20). The EG underwent a systematic 8-week drama-based intervention (3 times/week, 45 minutes/session) where the FMS was practiced by immersion in fantasy plots. Results. The EG showed a great improvement in each of the motor domains: 25-m sprint (1.25 s, 0.92), standing broad jump (1.53 cm, 2.87), softball throw (.47 m, 2.00), catch score (.55, 2.28), standing balance (2.56 s, 3.65), and beam walk 10-m (1.25 s, 3.13). Comparisons between groups established much larger improvements in the EG in all skills (partial η 2 =0.72-0.78, p <0.001). Conclusions. The program based on dramas and kinesthetic engagement program is valuable in increasing the essential level of competence in motor skills of kindergarten children, and the effect size of this program is large in all measured areas. The results endorse the application of dramatized play as an effective intervention approach that can be used at a large scale to promote early motor development.

This study examined the relationship between Flipped Learning and creative reading skills among Arabic language teachers in the United Arab Emirates (UAE). Using a descriptive-analytical design, a 62-item questionnaire was administered to a random sample of 146 teachers. The results indicated that the perceived implementation of Flipped Learning was high (M = 4.36, SD = 0.79), while the overall level of creative reading skills was also high (M = 4.34, SD = 0.58). Among the four dimensions of creative reading, elaboration ranked first (M = 4.35), followed by flexibility (M = 4.34), originality (M = 4.34), and fluency (M = 4.32). A strong, statistically significant positive correlation was found between Flipped Learning and creative reading skills (r = 0.867, p ≤ 0.05), indicating a robust association rather than a causal relationship. These results suggest that greater engagement with Flipped Learning strategies is associated with higher levels of creative reading competencies. The study recommends integrating Flipped Learning into Arabic language teaching practices and teacher evaluation systems, and providing professional development programmes to enhance teachers’ capacity to foster creativity and critical literacy within the UAE educational system.

Research indicates a decline in the percentage of newly graduated RNs who demonstrate the expected competency level for novice practice. To address a gap in practice readiness, this project aimed to explore strategies to enhance clinical judgment and reflect on the lessons learned to inform nursing education. An online simulation program and online quiz program were implemented within a classroom setting. Faculty and students completed the Lasater Clinical Judgment Rubric in three laboratory simulations. Students reflected on their experience using the Guide for Reflection. Key challenges were limited time to complete complex simulation tasks, technical difficulties associated with a new online program, and an identified need for comprehensive orientation, training, and preparation. The necessity of debriefing with online simulations and strategies to address diverse learner needs was emphasized. The lessons learned highlight the importance of innovative teaching strategies to strengthen students' clinical judgment skills.

Detection of antinuclear antibody (ANA) via indirect immunofluorescence (IIF) on HEp-2 cells is a screening test for the serological diagnosis of systemic autoimmune rheumatic diseases. Automated interpretation of ANA classification by novel artificial intelligence (AI)-aided pattern recognition was compared with expert reading under routine conditions. Consecutive serum samples of 2671 individuals referred to a routine laboratory were analysed for ANA titers and patterns using the automated interpretation system akironNeo. AI-based ANA detection was compared with independent classification by two experienced immunologists according to the international consensus on ANA patterns (ICAP) competence level. Overall, a good agreement (κ>0.60) between the different evaluators both for positive/negative classification of ANA fluorescence images as well as for the pattern classification of positive samples with a titer ≥1:320 was observed. Positive/negative differentiation at different cut-offs revealed κ values from 0.584 to 0.760 whereas corresponding pattern recognition for interphase, metaphase and cytoplasmic patterns demonstrated κ values from 0.560 to 0.736 for samples scored as positive by all three evaluators. The AI-based software showed a similar performance compared to human observers. AI-aided ANA image analysis can facilitate the diagnostic workflow of ANA IIF assays and reduce subjectivity during image classification.

This study aims to examine the implementation of mentoring-based academic supervision in improving teacher competence at SMPN 2 Tebing, Karimun Regency, Riau Islands Province, Indonesia. The research employed a mixed-methods case study design. In the first phase, a quantitative survey involving 29 teachers was conducted using a four-point Likert-scale questionnaire covering lesson planning, classroom implementation, and learning evaluation. The results show a weighted mean score of 2.94, indicating that teacher competence is in the “Good” category, with the majority of responses at the competent level. However, disparities remain, as a small proportion of teachers demonstrate low performance. In the second phase, qualitative data obtained through written interviews, observations, and document analysis revealed that the effectiveness of supervision was influenced by a collaborative pre-observation dialogue, continuous mentoring, and constructive feedback. These factors reduced teacher anxiety, increased openness, and strengthened motivation for professional growth. The findings confirm that mentoring-based academic supervision contributes significantly to sustainable teacher competence development. Strengthening the instructional leadership role of school principals and institutionalizing mentoring-oriented supervision are therefore recommended to achieve higher levels of professional excellence

The rapid advancement of digital technology has transformed patterns of communication and social interaction, particularly among Generation Z as digital natives. Although digital media offers extensive educational and social benefits, it also presents ethical challenges such as misinformation, cyberbullying, hate speech, and impulsive online behaviour. This study aims to examine the effects of digital literacy and self-control on ethical online behaviour among Generation Z and to analyse their combined predictive power. This research employed a quantitative cross-sectional survey design involving 130 students of MTs Bilingual Muslimat NU Pucang Sidoarjo, Indonesia, selected from a population of 191 students using proportionate random sampling. Data were collected through a structured questionnaire using a five-point Likert scale, and the instruments were confirmed to be valid and reliable. Multiple linear regression analysis was used to test the proposed hypotheses. The results indicate that digital literacy has a positive and significant effect on ethical online behaviour (B = 0.477; p < 0.001), suggesting that higher levels of digital competence and ethical awareness contribute to more responsible online conduct. Self-control also shows a positive and significant influence (B = 0.324; p < 0.001), highlighting the role of emotional regulation and impulse control in shaping ethical behaviour in digital environments. Simultaneously, digital literacy and self-control explain 48.1% of the variance in ethical online behaviour (R² = 0.481; p < 0.001), indicating that ethical online behaviour emerges from the integration of cognitive competence and self-regulatory capacity. These findings emphasise the importance of integrating digital literacy education with self-control and character development programs to foster ethical online behaviour among Generation Z.

Vascular surgery residents and fellows graduate at higher levels of proficiency in endovascular as compared to open aortic operations.

The present study examined the level of social competencies among undergraduate university students. This descriptive study focused on population of students enrolled in the Faculty of Sciences and the Faculty of Social Sciences at the University of Sargodha. Data were collected from 160 undergraduate students selected on availability basis using a self-developed five-point Likert scale measuring social competencies with strong reliability (Cronbach’s alpha = .96). Descriptive and inferential statistical were used for data analysis. The findings revealed that majority of undergraduate students generally possessed an average level of social competencies. No significant differences were found in social competencies based on gender and semester. Students of Faculty of Sciences reported higher social competencies than those of Social Sciences. It is recommended that University teachers may use targeted activities to enhance social competencies of university students.

ABSTRACT The semester internship is a critical component of teacher education in Germany, offering valuable professional development opportunities. While previous research has explored the relationship between stress and competence development in general education teacher training, little is known about this interplay among pre-service special education teachers working with students with emotionally and behaviourally difficulties (EBD). This study examines associations between stress experiences and pedagogical competencies among 107 pre-service special education teachers during their semester internship. Data were collected using a cross-lagged panel design at the beginning (t1) and end (t2) of the internship. Results reveal a high stability in self-rated stress experiences and competence levels over time, with moderate increases in teaching and educating competencies and a decrease in stress experiences. Specifically, higher teaching and innovating competencies at t1 predicted lower stress experiences at t2, whereas higher stress experiences at t1 predicted increased educating competencies at t2. These findings suggest that initial pedagogical competencies may serve as protective factors against stress experiences, while stress experiences might stimulate competence development in certain areas. The practical implications of this study highlight the need for tailored mentoring and university support to effectively balance stress experiences and competence development among pre-service special education teachers.