Preparedness Competencies Research Articles

Integrating emergency preparedness competency frameworks in workforce development training

BackgroundPublic health and emergency workforce development have been major topics of interest during and after the COVID-19 pandemic. The fragile state of many healthcare systems worldwide during emerging outbreaks revealed the need for regular competency-based training. The training helps to equip and remind health professionals how to tackle huge obstacles that need to be handled in emergencies. ObjectiveThis paper will examine an emergency preparedness training course we have developed and delivered multiple times. The course involved development, delivery, case scenario training, participant assessment, and a programme evaluation. Study DesignA descriptive study based on the ten essential public health functions, with the competencies for each function examined. ResultsThe evaluation showed that the curriculum was well-received, and 55 % of the participants could apply what they learned through a survey. Furthermore, the evaluation indicated a need to hold this training course frequently. Designing such courses could fill the gaps that emerged during life-threatening previous outbreaks. All participants passed the assessment with a minimal score of 63 % and the highest score of 93 %. ConclusionThe curriculum's design based on competencies needed for planning and preparedness for effective response to emergencies was well received and proved practical. Regular reminders of the tools needed, and their application are crucial. Learning and practising are critically important to tackling disasters, including mass gatherings.

Assessing self-reported public health emergency competencies for civil aviation personnel in China: a pilot study

IntroductionCOVID-19 has demonstrated the importance of competent staff with expertise in public health emergency preparedness and response in the civil aviation system. The civil aviation system is a critical sentinel and checkpoint to prevent imported cases and slow the spread of communicable diseases. Understanding the current competencies of staff to deal with public health emergencies will help government agencies develop targeted training and evidence-based policies to improve their public health preparedness and response capabilities.MethodsThis cross-sectional pilot study was conducted from November 2022 to October 2023, involving 118 staff members from various positions within China’s civil aviation system. A 59-item questionnaire was translated and developed according to a competency profile. Data were collected using the self-report questionnaire to measure the workforce’s self-perceptions of knowledge and skills associated with public health emergency proficiency, categorized into (1) general competency, (2) preparedness competency, (3) response competency, and (4) recovery competency. KMO & Bartlett test and Cronbach’s α reliability analysis were used to test the reliability and validity of the questionnaire. Descriptive statistics, independent sample T-test, ANOVA, and linear regression models were performed to analyze the competencies.ResultsA total of 107 staff members from the aviation system were surveyed in this study. The KMO & Bartlett test, (KMO = 0.919, P < 0.001) and Cronbach’s α coefficients (α = 0.985) for this questionnaire were acceptable. The results suggested that respondents scored a mean of 6.48 out of 9 for the single question. However, the staff needed to acquire more knowledge in investigating epidemic information (5.92) and case managing (5.91) in the response stage. Overall, males scored higher (409.05 ± 81.39) than females (367.99 ± 84.97), with scores in the medical department (445.67 ± 72.01) higher than management (387.00 ± 70.87) and general department (362.32 ± 86.93). Additionally, those with completely subjective evaluation (425.79 ± 88.10) scored higher than the general group (374.39 ± 79.91). To predict the total score, female medical workers were more likely to have lower scores (β = -34.5, P = 0.041). Compared with those in the medical department, the management workers (β = -65.54, P = 0.008) and general workers (β = -78.06, P < 0.001) were associated with a lower total score.ConclusionsThere was still a gap between the public health emergency competencies of the civil aviation system and the demand. Staff in China’s civil aviation systems demonstrated overall competence in public health emergency preparedness and response. However, there was a need to enhance the accumulation of practical experience. Implementing effective training programs for public health emergencies was recommended to mitigate knowledge gaps. Meanwhile, regular training evaluations were also recommended to give comprehensive feedback on the value of the training programs.

Emergency remote teaching as an influencer: A post-ERT reflection framework

After a rapid shift in instructional delivery during times of conflict, natural disasters, health crises, and other unprecedented circumstances, educators are often challenged to expeditiously shift from emergency remote teaching (ERT) back to in-person instruction when the instructional disruption abates. However, there is a dearth of support for practitioners about how to maximize ERT practices for post-ERT instruction. This paper proposes a Post-ERT Reflection Framework to guide practitioners in enriching their in-person courses based on ERT practices. The 4-step framework guides practitioners in examining their ERT practices to determine how they may be eliminated, adopted, or adapted for in-person instruction as part of the return-to-the-classroom process. The proposed framework embraces blended learning (BL) for enhancing post-ERT instruction and supports the development of instructional preparedness competencies. By emphasizing core teaching principles and individual experiences, this framework invites practitioners to reimagine their ERT practices while foregrounding the principles of accessibility, engagement, authenticity, and other influential principles through BL. Here, the authors describe their development of the Post-ERT Reflection Framework, the framework steps, and its implementation when reimagining an English for legal purposes course in a post-ERT context. The framework offers a practical and sustainable process for reimagining in-person instruction after ERT.

Analysis of the Readiness of Preservice Teachers in Implementing Teaching Practices

This research aims to analyze the readiness of students from the Chemistry Education Department to implement the Teaching Practices (PPL) program in 2023. This type of research is descriptive qualitative with a phenomenological research design. The research subjects were three Chemistry Education Department students who carried out PPL in 2023. The data collection techniques used were interviews and documentation. Data analysis techniques are done by data reduction, data presentation, and conclusion. The research results show that students in the Chemistry Education Department have pedagogical competency readiness in implementing the 2023 PPL program. In the learning process, students need to master the skills of opening and closing learning. For personality competence and social competence, all students of the Kinia Education Study Program are ready to implement it. Likewise, in terms of Professional and Social competence, five students from the Chemistry Education Department are in a good category. In other words, students have no obstacles in implementing these four competencies.

Exploring Nurses' Perceptions of Disaster Preparedness Competencies

Background: Indonesia frequently experiences natural disasters, underscoring the importance of nursing competencies in disaster preparedness. Nevertheless, especially among general nurses, the factors shaping these competencies are not well understood.Purpose: This study aimed to explore Indonesian nurses’ perceptions of disaster preparedness competencies and compare these perceptions across distinct characteristics.Methods: Adopting a cross-sectional design, 230 nurses from all wards of a public hospital in Jakarta Province were selected via quota sampling. The Nurses’ Perceptions of Disaster Core Competencies Scale (NPDCC) questionnaire was utilized to assess nurses’ perceptions of competencies across five domains. The study employed Chi-square, Fisher’s exact, and Likelihood ratio tests, followed by backward (likelihood ratio) multiple logistic regression, to analyze the relationship between nurses’ characteristics and their perception of disaster preparedness competencies.Results: Results indicated that 51.7% of nurses perceived their disaster competencies as high, with an average score of 175.84(25.017). Further analysis revealed that nurses’ perceptions of these competencies were influenced by education (p=0.002), disaster simulation experience (p=0.036), and awareness of hospital disaster plans (p=0.012), with Nagelkerke’s R2=0.140. Nurses with a diploma qualification were 2.569 times more likely to perceive their skills as lower. Lack of simulation experience and unawareness of the plan further diminished perceived competencies, with ORs of 2.050 and 5.420, respectively.Conclusion: While education, disaster simulation experience, and plan awareness are crucial for nurses’ perceptions of disaster competencies, enhancing other supportive factors is also vital. This study recommends that hospitals increase educational opportunities, emphasizing regular disaster simulations and granting better access to disaster plans, to bolster nurses’ disaster preparedness competencies.

Studi Deskriptif Kesiapan Kerja, Kompetensi Kejuruan, dan Efikasi Diri Siswa SMK Jurusan AKL Pasca Pandemi Covid-19

Following the Covid-19 pandemic, the competition in Indonesia has become more stringent. The workforce continues to grow, but the number of existing jobs is not yet able to accommodate it. So strategies are needed to face job competition, and in support of job preparedness competence and self-efficiency is required. The purpose of this research is to provide an overview of the conditions of preparedness for work, professional competence and self-efficiency of AKL students that vary in the period after the pandemic in one of the SMK as the research material for achieving the objectives of the establishment of SMK in general and the purpose of the educational unit in particular. This research method uses descriptive quantitative methods with research subjects of students of class XII SMKN Mojoagung major Accounting and Finance Institute of the academic year 2022/2023. The sample size is obtained from the Slovin formula of 105 students.with the technique of sampling using purposive sampler. Data is obtained from a likert scale questionnaire that is scattered and analyzed descriptively for its modular values and then classified according to the categories of each variable. The results of the research obtained that student work readiness in the ready category, professional competence in the good category, and self-efficiency in the high category. Further research is expected to explain the influence or causality relationship of the variables of work readiness, professional competence, and self-efficiency. For AKL SMKN Mojoagung, the results of this research can be used as a reference and evaluation material in order to maintain and enhance the potential of its students.

Analisis Kebutuhan Diklat Widyaiswara dalam Metode Pembelajaran Blended Learning Di PT. X

Employee competence is crucial in the success or failure of an organization in responding to environmental changes, as happened at PT. X, where this company seemed not ready to welcome post-pandemic conditions, this is known from the presence of employees who are considered incompetent. The purpose of this study is to conduct an analysis related to the readiness of widyaiswara competencies at PT. X in facing the learning transition based on blended learning and conducting AKD (Training Needs Analysis) related to training that can support the readiness of widyaiswara competencies at PT. X in dealing with blended learning based learning. This research method is descriptive - quantitative because the process of collecting, searching and obtaining data serves to describe real or actual conditions in the field with the help of instruments in the form of questionnaires. Based on the analysis, it was found that the competence readiness of the widyaiswara as a facilitator was capable in the very incapable category with a score of 3%, the category unable to get a score of 11%, the sufficient category to get a score of 14%, the able category to get a score of 49%, and the very able category to get a score 23%. The interpretation of the bar chart found that 7 people needed training in designing proposed learning materials in blended learning, 13 people needed training in designing thinking design training, 9 people needed training in creating learning content, 12 people needed assessment training in blended learning and 10 people needed training to become facilitators professional blended learning. departing from this phenomenon, PT.X must immediately optimize the training needs analysis process so that it can encourage the organization to move more dynamically in facing future challenges.

Disaster Management Simulation–A Novel Virtual Exercise

Introduction:Disaster management and emergency preparedness relies on the collaboration, communication, and expertise of a multidisciplinary team. Skills in preparation, communication, and management of disasters are core competencies of an emergency physician. To learn the principles of disaster management, simulations are critical as mass casualty/rapid surge events seldom occur. The COVID-19 pandemic resulted in the cancellation of in-person events. In response to these restrictions, the University of Toronto, EM Program developed a successful virtual interprofessional mass casualty simulation.Method:The novel online simulation event was piloted in 2021 and ran for three-hours. The exercise focused on developing soft skills (e.g., communication, team-work, and debriefing) and hard skills (e.g., triage, casualty distribution, and activation of plans). Groups were composed of members of each post-graduate year to facilitate near-peer learning. A total of six groups were formed: Adult, Children, Community Hospitals, EMS, Government, and Media. Each Team used multiple communication tools (i.e., Whatsapp groups, Zoom breakout rooms, Shared Google Documents) to swiftly pivot and manage a mass casualty event. Post-exercise debriefing and anonymous evaluations were gathered.Results:A total of 28-residents (nine PGY1, ten PGY2, and eight PGY3 learners) and 11-staff observers participated (25-respondents). Nineteen participants rated the simulation exercise as excellent and six as “very good”. Twenty participants rated the workshop as “very useful” and five as “useful”. Positive feedback centered around content applicability, exercise creativity, level of engagement, and learning value. Constructive feedback included the need for more pre-exercise orientation time, increasing disaster management time, and inviting allied-health staff.Conclusion:There is a clear need for EM residents to learn and develop skills related to disaster management and emergency preparedness. This exercise showed that disaster management and emergency preparedness competencies can be learned in a virtual format. This virtual format has encouraged its continuation and further inspired the curation of a four-year program.

지역사회 재난 시 간호사의 간호전문직관, 간호의도가 재난간호역량에 미치는 영향: COVID-19 대응

This study aims to identify the relationships between nursing professionalism, nursing intention and disaster nursing competency among nurses in relation to response to COVID-19 when a disaster occurs in a community, as well as factors affecting disaster nursing competency (disaster nursing preparedness competency and Disaster nursing response competency). This study was conducted from July 6 to September 3, 2020, and the subjects were nurses at five medical institutions (university hospitals, community health centers) in G province and D city. It used a triangulation design that applied both a descriptive method and a qualitative approach. A total of 145 subjects were examined using a quantitative approach, and 7 subjects forming 2 focus groups were examined using a qualitative approach. Factors affecting disaster nursing preparedness competency were disaster nursing response competency, nursing intention, and position in descending order, while the factor most affecting disaster nursing response competency was disaster nursing preparedness competency, followed by nursing intention and nursing professionalism. Nurses had a difficult time and felt nervous and afraid as they participated in caring for patients without training on or preparation for COVID-19. Although they felt lost somewhat, they were willing to participate in disaster nursing and tending to infectious disease patients, by using their experience in infectious disease nursing. To enhance disaster nursing competency in preparation for disasters occurring in communities, it is necessary to develop programs that can help nurses develop positive nursing intention and nursing professionalism, while improving the system to provide quality nursing service.

Efektivitas E-Modul Fisika Berbasis Inquiry Based Learning Terintegrasi Bencana Kekeringan untuk Meninggkatkan Sikap Kesiapsiagaan Siswa

The problem in this study is that the achievement of students' competency attitudes is still not optimal, namely the attitude of preparedness of students in the face of drought disasters. This development research aims to determine the level of effectiveness using integrated Physics e-modules for drought disaster mitigation in physics learning to improve students' preparedness competence. This type of research is Research and Development (R&amp;D). The development model used is the Plomp development model which consists of three stages, namely the preliminary research phase, the development or prototyping phase, and the assessment phase. This study only describes the results of the assessment phase, namely the competence of students' attitudes. The method used in this research is descriptive method with data collection instruments, namely self-assessment in the form of questionnaires filled out by students. The study was conducted at SMAN 1 Sungai Rumbai for the academic year 2020/2021 on heat material. The results of this study show that Integrated physics e-module of drought disaster mitigation materials effectively used in the learning process with an average percentage of student preparedness competence during three meetings, which is 82.4% very effective.

Student- Teacher’s Digital Competency Readiness During COVID- 19

The COVID-19 crisis changed the traditional method into online transformation among teachersand they should need digital competency in order to teach creative and innovative through digital platforms. Digital readiness is nothing but preparedness or act of readiness to do something in meaningful way. The purpose of the present study is to find out the level digital competency readiness among student - teachers during covid 19.The researcher used self developed questionnaire, it has 20 items about technical readiness, pedagogical readiness and readiness regarding time management. The result showed that there is no significant difference between male and female student teachers digital competency readiness and there is significant difference with respect to student – teacher’s locality and major subjects.

Recognising and measuring competency in natural hazard preparation: A preparedness competency index

With weather-related natural hazards increasing in number and severity, it is more important than ever for communities to prepare for all types of hazards. However, the literature does not reveal what such preparedness looks like – how much preparation is enough and, conversely, how low levels of preparation can be easily recognised by emergency agencies. This study maps Australian emergency agency understanding of competencies that are needed by individuals and communities for effective preparation.Using in-depth semi-structured interviews of 30 emergency agency, local council and not-for-profit organisation staff from all Australian states, participants identified a range of community and individual features that they had seen in un-prepared and well-prepared communities and which they believed were key competencies for protective action. These competencies were then mapped against participants’ perceptions of five different levels of preparation, resulting in a Preparedness Competency Index that allows agencies to benchmark preparation in communities, as well as to recognise when lack of preparation competency leaves groups vulnerable.

An Efficiency Measurement of E-Government Performance for Network Readiness: Non-Parametric Frontier Approach

Information and Communications Technology (ICT) network readiness competency improves service quality and provides efficient service in implementing successful e-governments. By confirming ICT network readiness of e-governments, it must be redesigned using limited resources effectively to achieve realistic goals. When ICT investment and economic performance are featured, e-government’s network readiness competency improves potential demand, supply, and service maturity. It reflects information technology (IT) development competency on performance effectively. In this study, we propose the Data Envelope Analysis (DEA) method to present a method of improving ICT network readiness between countries. We derived the ICT network’s readiness competency level and strategic plan by comparing each country for efficient ICT operation of e-governments. If we make rankings in a non-traditional and efficient manner, it will become a successful strategy for ICT in the future. This effort provides guidance for each government and a solution for the growth delay problem, which is required for advancement in ICT investment and productivity. It also guides each government to overcome marginal products.

Difficulty of Mathematics teacher competence in applying curriculum online

The study aims to analyze the readiness and difficulty of online learning. Survey of the Ministry of Education 2020, 58% ineffective learning process, 38% lack of guidance, 35% poor communication, 62% need internet access, 59.5% object to homework. Research aims; 1)knowing the four teacher competency readiness when online, 2) knowing the location of the difficulty of teacher competence in the online process, 3) knowing the assessment method used. Method by presenting data, reduction and conclusion. The results of the analysis, 1) The material provided does not match the initial ability standards, the books provided do not make it easier for students, the teacher has difficulties in writing symbols. Professional competency assessment is 62%, pedagogic, the teacher does not have a module as a learning aid tool, the teacher has difficulty writing integral symbols, logarithms, matrices and mathematical induction on google meet. 2) The difficulty of the teacher when operating the google meet media, the teacher does not master how to write symbols, the difficulty of proving, the difficulty of expressing the concept, the difficulty of the internet network, the difficulty of correcting the homework, the difficulty of applying the method. Rating 45% disagree with the pedagogic, the book given the concept is too difficult, the impact is that understanding does not develop and is only accepting answers from the teacher without any active interaction. 3) 60% disagree with the assessment method, the material being tested is more difficult than what is taught, as a result the learning outcomes are not as expected. In conclusion, students expect the teacher to compile their own material in the form of a module and pour models, methods, strategies and make assessment indicators in the module.

A Study on the Disaster Preparedness Competency of General Hospital nurses

본 연구의 목적은 종합병원 간호사를 대상으로 재난대비태도, 임상수행능력, 회복탄력성 및 재난대비역량 정도를 파악하고 재난대비역량에 미치는 요인을 파악하여 종합병원 간호사의 재난대비역량을 강화하기 위한 기초자료를 제공하고자 한다. 이 연구를 기반으로 종합병원 간호사의 재난대비 역량을 강화할 수 있는 기본 자료를 파악하여 강화할 수 있는 프로그램 개발의 기초자료를 제공하고자 한다. 연구 참여자는 G광역시와 S시에 소재한 종합병원 4곳에 근무 중인 185명을 연구대상으로 하여 분석에 활용하였다. 수집된 자료는 IBM SPSS Win 23.0 version Program을 이용하였다. 대상자의 일반적인 특성은 빈도와 백분율을 사용하였고, 재난대비태도, 임상수행능력, 회복탄력성, 재난대비역량의 정도는 평균과 표준편차를 실시하였다. 대상자의 일반적 특성에 따른 재난대비태도, 임상수행능력, 회복탄력성, 재난대비역량의 정도를 파악하기 위해 독립표본 t∼test와 ANOVA를 실시하였고, 사후 검증은 Scheffe’s test를 실시하였다. 대상자의 재난대비태도, 임상수행능력, 회복탄력성, 재난대비역량과의 상관관계는 Person’s Correlation coefficient를 실시하였고 재난대비역량에 영향을 미치는 요인은 Multiple regression을 실시하였다. 연구대상자의 재난대비태도, 임상수행능력, 회복탄력성, 재난대비역량과의 상관관계를 분석한 결과, 재난대비태도와 임상수행능력(r=.689, p<.001), 재난대비태도와 회복탄력성(r=.278, p<.001), 재난대비태도와 재난대비역량(r=.389, p<.001)은 유의한 양의 상관관계가 있었고, 임상수행능력과 회복탄력성(r=.363, p<.001), 임상수행능력과 재난대비역량(r=.467, p<.001)도 유의한 양의 상관관계가 있었다. 회복탄력성과 재난대비역량은 유의한 양의 상관관계가 있었다(r=.572, p<.001). 재난대비역량에 영향을 미치는 요인을 확인하기 위해 재난대비태도, 임상수행능력, 회복탄력성을 독립변수로 하여 회귀분석을 실시한 결과, 전체 모형 설명력은 31.5%로 통계적으로 유의하였다(F=27.783, p<.001). 재난대비역량에 영향을 미치는 요인으로는 회복탄력성(β=.319, p<.001), 임상수행능력(β=.278, p<.002)로 나타나 회복탄력성과 임상수행능력을 강화할 수 있는 간호중재 프로그램 개발이 필요하며, 종합병원 간호사들에게 영향을 줄 수 있는 변수를 추가하여 반복 연구가 필요할 것을 제언한다.

Оценка готовности работы в активной компании на основе социологических исследований

Based on the statistics, because of the survey of Novosibirsk region residents, we studied data on personal readiness for activity in work, to flexibility, to adaptability. Employees should be able to assess the real situation, and should be able to be creative. Businesses are moving to a flexible organization, flexible working conditions. It is increasingly worrying workers and businesses. The article takes on special relevance in the context of the search and activation of new sources of economic development with the introduction of a new methodology for the management of Agile. The assessment was satisfactory. Self-assessment of the potential of workers has been reasonable. The level of independence was adequate. The desire to participate in a new type of economy with commercialization is unsatisfactory. The desire to participate in scientific developments, discoveries, inventions is unsatisfactory. The validity of the study's findings is based on self-assessments of ability, preparedness (competence) and desire (motivation) activities, mainly for work and continuous education.

Development of the Ideological Culture of the Future Primary School Teacher in the Conditions of the New Ukrainian School

The value system of the Organisation of the New Ukrainian School (NUS) aims to adapt the education system in Ukraine to progressive international standards in terms of prospects for Sustainable Development and lifelong education, while preserving the best traditions of national pedagogy. In the vector of such ambitious plans and positive prospects for qualitative transformations in education and other social existence areas, the NUS teacher's personality acquires central significance. The problem of developing a worldview culture become central. We propose to define it as a “positive worldview culture of the teacher”. The study aims to mutually integrate the concepts of the worldview culture of primary school teachers and the ideological, axiological and practical aspects of the NUS implementation. In preparing the study, the authors used observation, description, complex analysis, analysis of the regulatory framework for the implementation of the NUS and the updated standard of education, functional method, comparison method, System Analysis, generalisation and abstraction. As a result, the study analysed the concept of the worldview culture of primary school teachers, defined the directions and sources of developing worldview culture of future primary school teachers, and structured the main desirable features of the worldview culture of the future teacher of NUS formed during studying at HEI. The study found out that ideological culture is associated not only with the intellectual development and assimilation of universal knowledge in a ready-made form (uncritically, without rethinking), but also with the interpretation of this knowledge in the light of personal experience, personality-oriented values and attitudes. The article substantiates the importance of organising professional training of future primary school teachers to achieve a high academic indicator of mastering knowledge, practical skills, and a generalised higher level of competence readiness, which is a professionally determined worldview culture. The study actualises the necessity to pay increased attention to the part of organising the training of future NUS teachers to the fundamentally important concept of a positive worldview culture

Vocational students’ perception and readiness in facing globalization, industry revolution 4.0 and society 5.0

Globalization is marked by the enactment of cooperation agreements between countries such as the ASEAN Economic Community (AEC), ASEAN Free Trade Area (AFTA), China-ASEAN Free Trade Area (CAFTA), World Trade Organization (WTO), and other agreements. Globalization has resulted in the opening of goods, capital, investment, and labor between countries in the world. Higher education has a strategic role in preparing professional human resources to compete with workers from world countries. This article examines and analyzes Indonesian students’ readiness to face globalization, the industrial revolution 4.0, and society 5.0. The questionnaire was distributed to students from six departments at the Yogyakarta State University’s Faculty of Engineering to investigate this. Student readiness indicators include competency readiness (knowledge, skills, and attitudes), personal Readiness (self-confidence and mental), communication readiness, teamwork readiness, and technological Readiness. The results showed students’ readiness in facing globalization, the industrial revolution 4.0, and society 5.0 were in the Good category with an average score of 2.86 (71.5%). In detail, it can be explained, student readiness in the competency aspect gets a score of 2.86 (71.5%), personal readiness with an average score of 2.65 (65.5%), communication readiness has a score of 2.6 (65%), readiness teamwork with a score of 3.18 (79.5) and technology readiness with a score of 3.04 (76%).

Formation of bachelors’ competence readiness to work in a team

The purpose of the article is to analyze the experience of forming the competence of bachelors' readiness to work in a team. This competence is characterized by the ability of the student to realize their role in the team and to carry out social interaction, to focus on cooperation with team members. The requirements for training modern bachelors who are capable of continuous personal and professional growth through effective collective work are reflected in regulatory documents. In the structure of the competence of readiness to work in a team, we distinguish motivational, cognitive and functional components. Their formation is carried out in the course of studying the module "Man, society, culture", the disciplines "Fundamentals of management culture", "General psychology" and others. Where a significant role is played by the use of innovative educational technologies that contribute to building effective interaction between students. Special attention is paid to the development of such qualities of the student as sociability, openness, a sense of mutual assistance, positive emotional mood. Modern educational technologies of interaction have an active impact on the process of forming the bachelor's competencies of readiness to work in a team.

Fostering Critical Reflection in Primary Education through STEAM Approaches

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.