Development Of Personal Skills Research Articles

İBTİDAİ SİNİFLƏRDƏ RİYAZİYYAT DƏRSLƏRİNDƏ DİDAKTİK OYUNLARIN ROLU

Didactic games play a big role in education and upbringing of primary school students. Thanks to such games, it is possible to focus students' attention and attract their interest. Gradually, children become interested in the mathematics lesson itself, which is a necessary condition for successful learning. Game activity ensures the development of children's personal qualities, abilities and skills.

EXPERIENCE-ORIENTED TRAINING CONTENT FOR ADVANCING THE QUALIFICATIONS OF UNIVERSITY LECTURERS

The article touches upon the eliminating contradictions between the potential of professional knowledge of young people, practical experiences of production specialists working in higher educational institutions and the empirical idea of professional and pedagogical competencies that contribute to the development of cognitive and personal skills and competencies of students in the educational process. In order to form and develop the above-mentioned personal qualities the authors have developed a level based professional development program for young and experienced university lecturers, the content of educational courses and the methodology of modern training. The level based educational program has been developed for three years. The content of the educational material of the second training module is aimed at developing innovative teaching methods and the final module allows them to study the methodology and monitoring of conducting pedagogical research. The practice of using active exercises as methodological methods at the beginning of classes allowed increasing motivation for educational and cognitive activity and improving the psychological state of students. Upon completion of the level training courses, students will be given the opportunity to perform project work on training modules and test themselves in readiness for transformative activities. The results of the work on the development of the content of the course program and the methods of teaching students at the courses can be useful for teachers, managers of advanced training courses at the university

Co-creation: a collaborative odyssey in dental education with students at the helm

Co-creation may be described as collaborative innovation towards a shared goal. It is increasingly being applied in education to develop interventions to support the development of various aspects of educational programmes, including dental education. Students are valuable partners in the process and their unique perspective allows for relevant and novel curricular developments. Other stakeholders within an institution, such as educators, subject experts and programme leads, are also frequently involved. The co-creation process has been reported to be mutually beneficial for all parties.Benefits of co-creation for students include the development of personal and professional skills that are not conventionally taught within a curriculum. Staff can feel more inspired and engaged. The process can lead to more inclusive and socially relevant curricula. There are also associated challenges, such as gaining adequate support and buy-in from stakeholders to ensure success. This paper explores the concept of co-creation and its application in education, providing recommendations on how it may be successfully applied within the context of dental education.

A transformative model for teaching and learning emotional intelligence for aspiring entrepreneurial leaders

ABSTRACT Entrepreneurial leaders, social-science researchers, and small business practitioners call for the early development of emotional intelligence (EI). Although several programs integrate key EI concepts, there are few examples of how to develop an integrated learning framework for teaching and learning EI skills for daily use. This article introduces a practical transformative model of emotional intelligence (TEI) that emphasizes the personally meaningful development of personal, emotional, relationship, and life skills that are so important for school, work, and life success. A 1-day seminar experience embedded in a European-based international summer school course in the School of Management Fribourg, Fribourg, Switzerland, generated new evidence for how a skills-based curriculum in EI can be used to empower future entrepreneurs and leaders. The study reveals new findings for integrating a practical approach for engendering TEI for leaders.

The Future is Interdisciplinary: Development of a Medical Sciences Master’s Program that Fosters Academic, Professional, and Personal Development

This paper outlines the design, development, and implementation of a new Master of Science in Interdisciplinary Medical Sciences (MSc IMS) program at Western University in Canada. The course-based program focuses on interdisciplinary education and experiential learning with a goal to foster students' academic, professional, and personal skill development. The authors discuss the rationale for developing the MSc IMS program, describe the curriculum design process, outline the innovative features in the program, and share the findings from the inaugural cohort on their motivation to enroll in the program. The alignment between the data from the inaugural cohort and the rationale for the program is also highlighted. The paper adopts a narrative approach to detail the process used throughout the design of the program and presents findings from a pre- questionnaire—focusing on the overall needs of students and rationale for their enrollment—administered to the inaugural cohort of the program. This scholarly work informs educators, curriculum designers, and administrators about the importance of interdisciplinary programs in higher education. It is also of significant relevance to departments planning to develop new programs or update existing ones to reflect 21st century teaching and learning approaches.

Transformative Learning & Self-Efficacy in a world shaped by AI: Empowering students through Future Skills

Generative AI faces educational institutions in particular with an immense challenge and requires them to prepare students for unknown contexts in order not to fall behind in the race against technological progress. Teaching Future Skills as such competencies that prepare students for complex, emergent situations is a key to achieving this. This paper shows a pedagogical teaching-learning concept to promote Future Skills in higher education. With various learning materials students are supported in their personal skills development and are also prepared for the demands of the future working world through evidence-based self- and external assessments and situational and self-reflective learning. In addition to the pedagogical concept, quantitative evaluation results of the workshop on which the concept is based are presented. The Workshop was trialed with 1143 students and evaluated via questionnaire. The aim of the research design was to find out the acceptance, the reaction and learning effectiveness of the Future Skills Learning design as well as the self-efficacy of the students.

EMPOWERING INDIVIDUALS FOR FUTURE SUCCESS THROUGH LIFE SKILLS AND VOCATIONAL TRAINING IN INDIA

In the rapidly changing global environment of today, education has expanded beyond its historical purview of teaching fundamental academic disciplines. It has developed into a dynamic platform that needs to give people a broad range of skills, including both life and career training, in order to prepare them for success in an uncertain future. This paradigm change is particularly important in a nation like India, where young make up the majority of the population. Comprehensive training programs that cover both personal development and practical skills are desperately needed in order to take advantage of this demographic advantage and close the skill gap. This article examines the critical importance of vocational training and life skills in India and how they can support the country’s overall development and prosperity. It also explains how important it is for training programs and educational institutions to recognize and give priority to the integration of life skills in order to ensure that students are fully equipped for success in the fast-paced world of today.

Review of the scientific literature on the impact of extending learning time with vulnerable groups

The scientific literature provides evidence of the importance of increasing the academic level of adolescents from vulnerable groups to achieve better well-being and quality of life (INCLUD-ED, 2006–2011). There are so far no systematic reviews of the scientific literature on how the Successful Educational Action (SEA) “Extending learning time” is achieving this. This article fills this gap to have a better understanding of how extending learning time as an out-of-school intervention is achieving social impact. To this end, we have conducted a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), in which seven studies have been selected that provide results on the implementation of this SEA with adolescents at risk of social exclusion. The results show that offering Successful Educational Actions during extending learning time contributes to the improvement of educational achievement by creating learning spaces that foster the development of personal and social skills that make it possible, managing to reduce the risk factors that increase vulnerability in adolescence.

PENGARUH PERSONAL SELLING TERHADAP KEPUTUSAN PEMBELIAN PRODUK KUE

In a market that is increasingly competitive and influenced by ongoing technological developments, companies are required to develop effective marketing strategies to achieve their goals, including creating value and satisfying customer needs. One of the pioneers in the dessert box industry in Indonesia is Bittersweet by Najla, renowned for its innovation in presenting sweet treats in box form. This study aims to investigate the influence of personal selling on purchasing decisions of products from Bittersweet By Najla. The study employs a quantitative method by collecting information from primary and secondary sources through questionnaires and literature studies. This research uses a multiple linear regression analysis model as the research method. The population studied consists of residents in the vicinity who have made purchases at Bittersweet By Najla, with a sample of 50 respondents selected incidentally through a Likert scale-based questionnaire. Partial analysis results indicate that personal selling has a positive and significant impact on purchase decisions, supported by a significant t-value (4.012 > 1.677) and low statistical significance (0.000 < 0.05). These findings provide valuable insights for companies in designing more efficient marketing strategies, emphasizing the development of personal selling skills to enhance product appeal, build consumer trust, and achieve desired marketing objectives.

Implementation of Human Resources Management at Autism Café Project Malaysia to Improve the Performance of Student With Autism

Autism is a developmental disorder that affects communication ability, social interaction, and behavior. The Autism Café Project Malaysia is a social initiative aimed at empowering individuals with autism through training and employment opportunities. Effective Human Resource Management (HRM) is crucial to enhancing the performance of autistic students in the workplace. This initiative aims to implement HRM at the Autism Café Project Malaysia to improve the performance of autistic students. Additionally, it aims to provide practical experience for students and faculty in applying HRM concepts in real-world contexts. The activity took place at Sultan Salahuddin Abdul Aziz Shah Polytechnic, Selangor, Malaysia, involving 80 participants including autistic students, students, and faculty members. Methods included preparation, training implementation, practice and simulation, as well as evaluation and monitoring. Training covered personal and social skills development, HRM application, job skills, and entrepreneurship. Through this initiative, autistic students demonstrated improved performance in various tasks at the Autism Café Project. Students gained a better understanding of applying HRM in real situations, while faculty successfully guided and provided constructive feedback. This activity also fostered a more inclusive and supportive community.

APPLICATION OF PRACTICE-ORIENTED EDUCATION TECHNOLOGIES IN TRAINING STUDENTS IN ENGINEERING AND SCIENCE SPECIALTIES

Modern social, economic, technical transformations make adjustments in the organization and training of personnel in engineering and natural science specialties, in the basic elements of the structure and content of educational programs. Adjustment of educational programs taking into account modern trends allows providing graduates with competitive advantages in the labor market. At the same time, the problems related to the imbalance of theoretical and practical training, the gap between the skills and competencies formed in students and the needs of the industrial sector, non-adaptation of technologies and teaching methods to the specifics of academic disciplines and expected learning outcomes are still relevant in engineering and science education. Accordingly, the aim of the work was to analyze the peculiarities of application of practice-oriented learning technologies in engineering and science training. In this work the most important learning outcomes for students and employers were determined, the main deficiencies in the skills and competencies of graduates were identified, students' satisfaction with the quality of organization and conduct of practical classes and professional practices was assessed, practice-oriented educational technologies used in teaching professional disciplines were ranked by the degree of importance. Based on the obtained results, a significant correlation between the responses of students and employees of companies/enterprises has been established, the effectiveness of the application of practice-oriented educational technologies to increase students' motivation for learning and responsibility for learning outcomes has been shown, it has been established that employees of companies/enterprises attach greater importance to learning outcomes related to the development of students' personal, social and technical skills and competencies.

The need for personal development in the university environment

The chosen theme is a topic of interest in the educational field, concretely indicating the concern for improving interactions between teachers and students in the school environment. The topicality of this topic is supported by the current context of the educational sector, which has multiple challenges related to adapting to social, technological and cultural changes. Starting from the premise of the students' need for personal development, we focused, in this material, both on theoretical aspects (related to self-esteem, as an important dimension in personal development, on active listening, as a key element in the development of the relationship between the teacher and student, to empathy, as an essential feature in personal development), as well as on the results of an investigative approach regarding the need for personal development in the university environment. Among the questions that came to our attention, we list: Is it necessary to carry out personal development activities for students? What are the reasons why students would need a personal development program? What recent events have led students to identify the need for personal development? By applying a questionnaire, we reached a series of conclusions that allowed the identification of some aspects regarding the importance of personal development skills in teaching activities. Research data has demonstrated that establishing positive teacher-student relationships is a central part of teachers' professional roles. In addition, providing a high level of emotional support, responding sensitively to students' emotional, social, and academic needs, and applying personal development tools, are major aspects of classrooms.

A EDUCAÇÃO POPULAR EM SAÚDE NA ARTICULAÇÃO COM A PROMOÇÃO DA SAÚDE: Revisão integrativa

The present study refers to an integrative review research on the actions and results that the Popular Health Education strategy has offered to populations in integration with proposals from the field of Health Promotion in Brazil. There was an online search in three databases: SUMÁRIOS.ORG, DOAJ, SCIELO. Listed descriptors: popular health education and health promotion. 22 studies were selected. The research presented three thematic categories for analysis: 'Active methodologies of the teaching and learning process in the construction of popular education actions in health'; 'Popular health education actions in conjunction with the National Health Promotion Policy (PNPS)'; ‘The strategy of popular health education in line with the 2030 Agenda and the Sustainable Development Goals’, generating the planning of proposals involving populations and communities, health professionals, the school context, and connections with the priority themes of the health promotion project and the PNPS. From the results it is concluded that the strategy of popular health education is an important action tool, as it promotes the empowerment of individuals and society, in addition to favoring the development of personal and collective skills. However, there are still challenges to be faced regarding the creation and expansion of innovative and educational practices in health.

Experiential Learning in Action: Analyzing Outcomes and Educational Implications

Background and Aims: Experiential Learning in Action is important because it connects theoretical knowledge to practical application, increasing student engagement and real-world problem-solving abilities. It transforms learning from abstract concepts to actionable experiences, better-preparing students for future challenges. This paper aims to explore how experiential learning translates into practice and its educational implications. Methodology: This article's methodology involved conducting a thorough analysis of secondary data from various sources to investigate the outcomes and implications of experiential learning. The study successfully identified key patterns and trends through systematic document analysis as well as thematic and content analyses, providing valuable insights and recommendations for improving educational practices and policy. Results: the finding found that Experiential learning improves educational outcomes by encouraging critical thinking, personal development, and practical skills that are necessary for future success. Its incorporation into curricula and teaching practices necessitates careful planning and institutional support. Taking on challenges and leveraging ongoing research and innovation will ensure that experiential learning continues to transform education, making it more dynamic, relevant, and inclusive. Conclusion: Experiential learning improves educational outcomes by encouraging critical thinking, personal development, and the practical skills required for future success. Its successful integration into curricula and teaching necessitates careful planning and institutional support, as well as ongoing research and innovation to ensure its continued educational transformation.

V ALL-UKRAINIAN SCIENTIFIC AND PRACTICAL CONFERENCE WITH INTERNATIONAL PARTICIPATION «PERSONALITY IN THE EDUCATIONAL ENVIRONMENT OF MODERN SOCIETY»

In recent years, we have openly declared our move away from the Soviet legacy in the educational sphere. And today it is important to offer interesting practice-oriented classes to the participants of the educational process that would not push a person away from the learning process, but rather encourage them to actively immerse themselves in it. After all, the high-tech world has long recognized the special importance of science and knowledge in the civilization processes of scientific and technological progress, sustainable development of national economies, and improvement of citizens' lives. The modern interactive and meaningful educational environment has a positive impact on all participants in the educational process, from children who become more confident, curious and open-minded to adults who do not stop but continue to improve and develop professionally. Despite the fact that today Ukraine is experiencing military actions of the occupier, more than a hundred destroyed and damaged schools and higher education institutions, we must lay a stable foundation for democracy, civic engagement and professional environment of people who will continue to build the Ukrainian state. Education and science predict the prospects for human development and prepare people for tomorrow, so we must start today to form conscious citizens who will rebuild the country after our victory. We are active participants in reforms in secondary education under the New Ukrainian School Concept and transformations in higher education, which are focused on the future of Ukraine and a democratic society. Therefore, the entire education system of the region and the country is balanced and focused on the optimal network of educational institutions, on improving the content and quality of educational services, which will outline new dimensions of educational activities and performance, and provide space for the use of new digital resources for the educational development of the individual. In these areas, we find the experience of European national models of education, practices of educational activities and teaching life competencies quite interesting. 16 Ukrainian science and education is gaining unique European integration experience that promotes the use of innovative pedagogical teaching methods, the development of algorithms for using digital technologies and supporting individual entrepreneurial thinking, and the development of personal language skills as a means of active communication and professional development. All of this is done to expand educational opportunities for students' learning and development. In the above contexts, the question arises: is a new strategy in the field of education and science needed? We can confidently answer that we need a strategic plan and, in general, we need to fully adopt European principles of strategic planning - to actively fill them with new principles, plans and results of the education reform. Everything is aimed at developing and building the state and a person.

The effect of interaction the two styles of sharing and two styles of adaptive systems in e-learning environment on the development of personal knowledge management skills among postgraduate students

The effect of interaction the two styles of sharing and two styles of adaptive systems in e-learning environment on the development of personal knowledge management skills among postgraduate students

The Role of the Sunan Drajat Lamongan Islamic Boarding School Education System in Improving the Life Skills of Santri

The aims of this study were: (1) to explain the education system at the Sunan Drajat Islamic boarding school. (2) to explain the life skills possessed by students at the Sunan Drajat Islamic Boarding School. (3) to explain the role of the Islamic boarding school education system in improving the life skills of students at the Sunan Drajat Islamic boarding school. In this study, researchers used a qualitative descriptive method with a case study approach—data collection techniques using interviews, observation, and documentation. The data analysis used is data reduction, data presentation, and data verification. From the results of this study, it can be seen that the Islamic boarding school education system plays a full role in improving the life skills of students at the Sunan Drajat Islamic boarding school. Examples of life skills development at the Sunan Drajat Islamic boarding school are personal skills development in the form of worship coaching, social skills development in the form of Javanese krama inggil language habituation, academic skills development in the form of reciting activities and formal schools, vocational skills development in the form of agriculture, trade, carpentry, animal husbandry, banking and the arts. This is done so that students can develop and hone their skills in Islamic boarding schools in accordance with their interests and talents as provisions for independent living when they enter society later

Evaluate the benefits of early embedding reflective practice into student experience and personal skill development

Transferable skills are embedded within assessments throughout Higher Education such as organisation, timekeeping and working as part of a team (during groups assessments) amongst some of the skills. Despite this, there is little evidence to suggest that students are fully aware of the importance of reflective practice upon their personal development as a possible transferable skill. In this study, we aimed to assess if and what students understood by the term ‘reflective practice’, and whether they identify its practice and benefits within their studies and for their potential future careers. Quantitative data, was collected during the first teaching block of the 2021-2022 academic year using specific reflective based questions in a paper-based questionnaire, with results indicating that students who undertook our foundation route, which instilled reflective practice-based assessments were more used to reflective practice than standard degree entry students, and emphasised skill development through reflection; confidence to tackle new task (38%), time management (25%), effective communication (25%) and prioritising tasks (13%). The data also suggested that across all levels of our degrees, students preferred to reflect once feedback of an assessment was received (60%) and after personal tutor meetings (43%), meaning, we as an institution should adapt our practice to develop this further. Embedding reflective practice early in a student’s educational curriculum, could therefore enhance how students approach their course, by providing them with key reflective based skills which they can transfer to their journey within Higher Education and their career.

Analysis of the Levels of Self-Concept of People with Blindness in Harare Metropolitan Province, Zimbabwe.

This study was on the exploration of the self-concept of people with blindness in Harare Metropolitan province, Zimbabwe. This was premised on the understanding that, people with blindness have a wide range of self-concepts just like sighted people. However, their experiences may impact their in unique ways. Some people with blindness may have a strong sense of identity and pride in their blindness while others may struggle with feelings of inadequacy or social isolation. The main objective of this study was to analyze the levels of self-concept of people with blindness in Harare Metropolitan province, Zimbabwe. The study embraced a mixed approach specifically an explanatory sequential design was used and it was grounded on Social cognitive theory by Albert Bandura. The study targeted people with visual impairment in Harare Metropolitan province in Zimbabwe. The researcher used Yamane formula obtain the sample size of 384 participants. Quantitative data was collected using a Robson Self-Concept questionnaire. An interview guide was also used to collect qualitative data. The quantitative data was analyzed using descriptive and inferential statistics. Thematic analysis was used to analyze qualitative data. The findings of the study indicated that, there were some attributes of the levels of self-concepts among people with blindness in Harare Metropolitan that were positive and highly rated, while others were moderately rated and a few were rated low. The study also made some conclusions and proposed some recommendations like Promoting Supportive Environments and Mentorship Programs, encouraging personal growth and skill development, be enhanced and this can be achieved through embracing the importance of accessibility and resources. to adopt individualized Support and Recognition of Diversity. Wasosa, H., Dr. Mutisya, S. & Dr. Munywoki, V. (2004) Exploration of the Self-Concept of People with Blindness in Harare Metropolitan Province, Zimbabwe

Evaluation of Social Adaptability of People with Blindness in Harare Metropolitan Province, Zimbabwe

The purpose of this study was to evaluate the social adaptability of people with blindness in Harare Metropolitan province, Zimbabwe. People with blindness have a wide range of self-concepts just like sighted people. However, their experiences may impact their in unique ways. Some people with blindness may have a strong sense of identity and pride in their blindness while others may struggle with feelings of inadequacy or social isolation. Despite these they are required to develop high levels of social adaptability so that they may be able to navigate through their daily lives. The main objective of this study was to evaluate social adaptability of people with blindness in Harare Metropolitan province, Zimbabwe. The study used a mixed approach specifically a convergent parallel mixed method design to provide a roadmap for the research and it was grounded on Social cognitive theory by Albert Bandura. The study targeted people with visual impairment in Harare Metropolitan province in Zimbabwe. The researcher will use random and Yamane formula get the sample size of 384 participants. Quantitative data was collected using a sociodemographic questionnaire, Social Adaptation Self-evaluation Scale (SASS). An interview guide was employed in the collection of qualitative data. The quantitative data was analyzed using descriptive and inferential statistics. Thematic analysis was used to analyze qualitative data. The researcher integrated the quantitative and qualitative data. The findings of the study indicated that, the social adaptability of people with blindness had variations. The relationship between self-concept and social adaptability of people with was also varied. Some strategies to be used to enhance self- concept of people with blindness in Harare Metropolitan province, have been proposed. The study has also drawn conclusions and proposed some recommendations like Promoting Supportive Environments and Mentorship Programs, encouraging personal growth and skill development, be enhanced and this can be achieved through embracing the importance of accessibility and resources. to adopt individualized Support and Recognition of Diversity.