Priority Skills Research Articles

Gamifying Learning with AI: A Pathway to 21st-Century Skills

ABSTRACT This systematic review examines how gamification and artificial intelligence (AI) can converge to foster essential 21st-century skills like creativity, collaboration, and critical thinking in education. The review followed the main PRISMA statement guidelines, resulting in 175 articles for qualitative content analysis and bibliometric network visualization using VOSviewer. Key findings emerged: 1) Priority skills included creativity, collaboration, communication, and critical thinking. 2) Gamification enhances motivation, engagement, and skill acquisition via game elements. 3) AI personalizes learning experiences, provides feedback, and adapts gamified content. 4) Social interactions in virtual gamified environments promote collaboration. Gamification taps into motivational aspects of games, while AI enables personalized, adaptive learning experiences. Together, they offer innovative strategies for transforming education into an engaging, personalized process for developing vital competencies. This review provides valuable insights for teachers, instructional designers, and policymakers seeking to prepare students for future challenges through leveraging gamification and AI in fostering 21st-century skills.

Eğitim Yönetiminde Program Geliştirme Süreçleri ile İlgili Alanyazında Yapılan Araştırma Makalelerinin İncelenmesi

As stated under the Tenth Development Plan, basic and professional skills development program, Dec. 2014-2018, published in line with the goals of 2023 in our country, critical thinking is among the basic skills that individuals should have in terms of ensuring rapid adaptation of individuals to work and living conditions and developing human resources. the teacher strategy document, which draws the roadmap for teacher training, development and employment periods in our country between 2017-2023, lists raising free individuals with program development skills among the final goals of education. Dec.Dec. However, when Deciphering the framework reports defining the human qualities of the twenty-first century that guide the national education policies of countries, program development is emphasized among the important and priority skills. 21, which is recognized worldwide for its work on twenty-first century skills. 21, prepared by the century skills partnership. cooperation framework for century skills and 21. the project on the evaluation and teaching of Decennial skills highlights program development among the twenty-first century competencies. In addition to its role in the changing educational world, program development also has an important role in shaping individuals and societies. Nowadays, the ability to develop a program to find the most accurate and reliable one that will work for you from the increasing amount of data in each profession field is the most important personality trait that can be relied on by acting as a mental filter. An individual armed with educational processes does not accept information in a stationary way and questions the reliability of the information he encounters by applying his own reasoning methods. He may convert the information he questions when necessary, or he may not accept it. From the point of view of individuation, the ability to develop a program is important for a person to be independent and original-minded individuals, to create the right solutions for his life and to make the right decisions. Key Words: Educational Management, Program Development, Research and Review Articles

A needs assessment for simulation in African surgical education.

There is a critical need for comprehensive surgical training in African countries given the unmet surgical burden of disease in this region. Collaborative and progressive initiatives in global surgical education will have the greatest impact on trainees. Little is known about surgical education needs from the perspective of practicing surgeons and trainees in low-middle-income countries (LMICs). Even less is known about the potential role for simulation to augment training. A modified Delphi methodology with 2 rounds of responses was employed to survey program directors (PD) and associate program directors (APD) of Pan-African Association of Christian Surgeons (PAACS) general surgery residency programs across eight low-middle-income countries in Africa. 3 PD/APDs and 2 surgical residents participated in semi-structured interviews centered around the role of simulation in training. Descriptive analysis was performed to elicit key themes and illustrative examples. The survey of program directors revealed that teaching residents the psychomotor skills need to perform intracorporeal suturing was both high priority and desired in multiple training sites. Other high priority skills were laparoscopic camera driving and medial visceral rotation. The interviews revealed a specific desire to perform laparoscopic surgery and a need for a simulation curriculum to familiarize staff and trainees with laparoscopic techniques. Several barriers to laparoscopic surgery exist, such as lack of staff familiarity with the equipment, lack of public buy in, and lack of generalizable and adaptable educational modules. Trainees saw utility in the use of simulation to optimize time in the operating room and sought opportunities to improve their laparoscopic skills. Faculty and surgical trainees in LMICs have interest in learning advanced surgical techniques, such as laparoscopy. Developing a simulation curriculum tailored to the trainees' local context has the potential to fill this need.

Influence of Agile Project Management Practices on Project Performance in Rwanda: A Case of Priority Skills for Growth Project

Influence of Agile Project Management Practices on Project Performance in Rwanda: A Case of Priority Skills for Growth Project

Conception, réalisation et évaluation d’une démarche éducative auprès des patients porteurs de PICC line et midline

Design the competency framework and an interview guide for patients with PICC line or midline. Develop a patient satisfaction evaluation questionnaire. A multidisciplinary team has developed a reference system for the skills of patients with PICC line or midline. The skills are classified in three categories: knowledge, know-how and attitudes. An interview guide was written in order to transmit the priority skills, determined beforehand, to the patient. A second multidisciplinary team designed a questionnaire to evaluate patient satisfaction. The competency framework includes nine competencies: four, knowledge-based; three, know-how-based and two, attitude-based. Among these competencies, five were considered to be priorities. The interview guide is a tool that allows care professionals to transmit the priority skills to patients. The satisfaction questionnaire explores the information received by the patient, the passage through the interventional technical platform, the end of the management before the return home, and the overall satisfaction of the patients with the course of the device placement. Over a 6-month period, 276 patients responded with a high satisfaction rate. The PICC line or midline patient's competency framework has made it possible to list all the skills that patients should acquire. The interview guide serves as a support for the care teams in the patient education process. This work could be used by other establishments to develop the educational process around these vascular access devices.

Priority skills for equity-focused, evidence-based cancer control in community-based organizations: A group concept mapping analysis with academics and practitioners.

Community-based organizations (CBOs) are important equity-promoting delivery channels for evidence-based interventions (EBIs). However, CBO practitioners often cannot access needed support to build EBI skills. Additionally, the capacity-building literature is hindered by inconsistent definitions, limited use of validated measures, and an emphasis on the perspectives of EBI developers versus implementers. To address these gaps, we explored commonalities and differences between CBO practitioners and academics in conceptualizing and prioritizing core EBI skills. We utilized Group Concept Mapping, a mixed-methods approach connecting qualitative data (e.g., regarding the range of critical EBI skills) and quantitative data (e.g., sorting and ranking data regarding unique skills) to create conceptual maps integrating perspectives from diverse participants. A total of 34 practitioners and 30 academics working with cancer inequities participated in the study. Participants nominated 581 core skills for EBI use, and our team (including practitioners and academics) identified 98 unique skills from this list. Participants sorted them into conceptual groups, yielding five clusters: (1) using data and evaluation, (2) selecting and adapting EBIs, (3) connecting with community members, (4) building diverse and equitable partnerships, and (5) managing EBI implementation. The ordering of importance and presence of skill clusters were similar across groups. Overall, importance was rated higher than presence, suggesting capacity gaps. There are helpful commonalities between practitioners' and academics' views of core EBI skills in CBOs and apparent capacity gaps. However, underlying patterns suggest that differences between the groups' perceptions warrant further exploration.

Perspectives on employers’ expectations on tertiary education graduates’ employability skills in Eastern Cape, South Africa

Given that undergraduates, graduates and tertiary institutions of higher learning are uncertain Given that undergraduates, graduates, and tertiary institutions of higher learning are uncertain regarding the expectations of employers in the work organizations on the skill that graduates possess, the study presented in this paper attempts to provide some meaningful clues in that directions. The study followed a research question that interrogates what employability skills employers expect graduates to possess for an entry-level job. Designed as a descriptive study, a quantitative research approach was chosen, where the survey method of data collection was employed through a closed-ended structured questionnaire. The study targeted employers (managers) of public and private work organizations in the health and education sectors in a South African town Mthatha, from where a sample of 41 participants (representing organizations) was drawn. The study employed a stratified random sampling in selecting the participants, which ensured that the principle of selecting representatives of the target population was met. Data collected from the participants were analyzed by the use of selected descriptive tools. The analyzed data revealed that all employers expect graduates to possess all the 13 skill areas that employees require to function in the workplace. Surprisingly, the employers mostly expect least from the young graduates in terms of quantitative skills and leadership capabilities. While this finding corroborates what exists in the literature, it provides a new dimension with regard to priority skills needed by employers in the South African labor market. The study, therefore, recommends that the work organizations and higher institutions of learning should form a partnership and a close relationship so that they can assist one another in building the employability skills of graduates.

Nutrition Capacity Building to Meet National Priorities: Lessons Learned in Developing and Implementing Malawi's First Dietetics Program.

The current nutrition situation in Malawi, characterized by high rates of malnutrition in communities and hospitals and a rapidly increasing burden of overweight/obesity and diet-related noncommunicable diseases, highlights the urgent need for registered dietitians, who have a proven track record in the prevention and management of all forms of malnutrition and improving patient outcomes. However, dietetics practice has been described as underdeveloped and fragmented in many parts of Africa, exacerbated by a severe and chronic shortage of dietetics professionals and a lack of nutrition and dietetic education programs in most African countries.We share early lessons learned in the development and implementation of the first dietetics program in Malawi. Within 6 years, the program produced 10 graduate dietitians who have filled the first clinical dietitian posts in Malawian public hospitals. This early success can be attributed to the model used to develop and implement the program, which included early stakeholder engagement to define the priority skills and competencies of a Malawian dietitian, the use of internationally recognized training standards, and the development of strategic institutional partnerships that brought together complementary skills and expertise. Furthermore, using existing resources and recruiting students with a nutrition and health background accelerated implementation. The current dietetics curriculum responds to the national nutrition and health policy direction and strategic objectives. Early and sustained government engagement was crucial in creating demand and securing career prospects for graduates. Although still in its infancy, dietitians in Malawi are poised to contribute significantly to alleviating the country's complex nutrition challenges.

THE DETERMINATION OF PRIORITY SKILLS IN INCLUSIVE CLASSROOMS BASED ON THE VIEWS OF PRIMARY TEACHERS

It is important for students with special needs to acquire some skills in inclusive classes. Therefore, basic skills should be determined by teachers working in inclusive classes and it should be ensured that students with special needs transform these skills into behaviors. This study aims to determine the priority skills in inclusive classrooms based on the views of primary teachers.Moreover, the current study focuses on the methods and techniques used during the acquisition of these skills, reveals the problems experienced in the process, offers solutions for these problems. A case study, one of the qualitative research designs, was employed in the current study. The criterion sampling method, one of the purposeful sampling methods was used to determine the study group. Seven teachers working at primary schools in Nevşehir province participated in this study. The data were collected with semi-structured interview questions and analyzed by content analysis technique using an inductive approach. The findings of the study showed that the most important skills that should be acquired in inclusive classes are self-acquaintance, communication, and empathy.

A NEED ANALYSIS OF LEARNING ENGLISH FOR COMPUTER SCIENCE STUDENTS

English learning materials for Computer Science Department students which are suitable with learners’ needs are scarcely available. Thus, a study on analysis of students’ need is necessary. The purpose of this study was to find out students’ need on English based on ESP approach of Computer Science Study Program at USN Kolaka. This study used need analysis with survey design. The instruments used in this study were a semi-close ended questionnaire and interview. The questionnaire was distributed to 50 respondents and four students were interviewed. All of them were from Computer Science students at Universitas Sembilanbelas November Kolaka. It was found out that the students’ goal to learn English is to compete in the world of work. The expected level of English is advanced level. The priority skills are speaking and reading skills focusing on vocabularies related to computer science. In speaking skill activity, most students prefer to make a dialogue and then practice with friends. Meanwhile, in reading skills, students prefer activities that train their understanding and concentration like answering questions from a reading text.Keywords: computer science, ESP, learning needs, need analysis, target needs

Identification of Priority Skill Areas for Volunteer Professional Development

Youth development programs often rely on volunteers to deliver programming to young people. Our study explored the skills and competencies volunteers self-identified as important for their roles. We analyzed qualitative responses to 2 open-ended questions asking University of California 4-H volunteers to identify priority skills to aid in their volunteer development. Using inductive thematic analysis, we developed a coding scheme to analyze 1,144 responses. Participants reported the need for professional development in content-specific areas, program management basics, and child development. Volunteers also reported desiring training in educational practices, organizational skills, specific volunteer roles, and communication skills. The modalities through which volunteers were willing to develop these skills were peer-to-peer learning; online, in-person, classes and conferences; and continuous education. Given the importance of adult volunteers to youth development programs, it is essential that volunteers’ professional and skill development be supported by both effective and preferred approaches.

Problem solving skills improvement and the impact on students’ learning outcomes: learning based e-project

Problem solving skills have important role on process science skills. These skills are part of 21st century priority skills in Indonesia. This study aims to analyze the impact of learning based e-project on problem solving skills. This study employed methods a nonequivalent control group design. The subject of this research are students’ of class XI MIPA 1 as class of experiment 1 and XI MIPA 2 as class of experiment 2 of SMA Yadika 9 Bintara, Bekasi, West Java with purposive sampling technique. Experiment class received treatment used e-project based learning. Experiment classes are giving the e-project to improve problem solving skills and control classes are learned conventionally. Data was collected through pretest and posttest results from students’ in both classes. A t-test was used and it is found that level of significance is 0.006 (sig. < 0.05) proving that e-project based learning is effective to improve students’ problem solving skills.

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.

Prioritizing successful entrepreneurial skills: An emphasis on the perspectives of entrepreneurs versus aspiring entrepreneurs

PurposeThis research aims to understand the relative importance of successful entrepreneurial skills based on the perception of entrepreneurs and others who intend to venture into entrepreneurship (aspiring entrepreneurs). Design/methodology/approachThis paper surveyed entrepreneurs and aspiring entrepreneurs and compared the relative importance of successful entrepreneurial skills in pairs. The study adapted Analytic Hierarchy Process (AHP) to analyze priority skills and compare the weights of all successful entrepreneurial skills based on the views of entrepreneurs and aspiring entrepreneurs. FindingsEntrepreneurs and aspiring entrepreneurs ranked business management and critical and creative thinking skills as the first and second most important criteria for success, respectively. Compared with entrepreneurs, aspiring entrepreneurs underestimated the importance of persistence and overestimated the importance of creative thinking and innovation, as well as human resources management. Research limitations/implicationsAnalyzing the priority of having successful entrepreneurial skills should consider the respondents’ individual differences. Although aspiring entrepreneurs and entrepreneurs share several common views, the priority of having several successful entrepreneurial skills is different between the two groups. The priority is different within the group, particularly the respondents’ background (gender, education, and family background) and experience (business operation and entrepreneurship program experience). Practical implicationsOur findings provide directions for aspiring entrepreneurs to polish their basic traits, schools to enrich their curricula, and junior entrepreneurs to improve their abilities. The gap between entrepreneurs and aspiring entrepreneurs means (1) people should emphasize persistence to become successful entrepreneurs and (2) the next generation of entrepreneurs is expected to be more creative, propose more innovative products or service, and make better use of talents compare with the previous generation. Originality/valueThis research is among the first to study the priority of successful entrepreneurial skills from the perspectives of entrepreneurs and aspiring entrepreneurs. Pointing out the differences between entrepreneurs and aspiring entrepreneurs may help the latter to narrow the gap and increase the success rate of startups.

Prioritization in medical school simulation curriculum development using survey tools and desirability function: a pilot experiment

BackgroundIn Italy, there is no framework of procedural skills that all medical students should be able to perform autonomously at graduation. The study aims at identifying (1) a set of essential procedural skills and (2) which abilities could be potentially taught with simulation. Desirability score was calculated for each procedure to determine the most effective manner to proceed with simulation curriculum development.MethodsA web poll was conducted at the School of Medicine in Novara, looking at the level of expected and self-perceived competency for common medical procedures. Three groups were enrolled: (1) faculty, (2) junior doctors in their first years of practice, and (3) recently graduated medical students. Level of importance of procedural skills for independent practice expressed by teachers, level of mastery self-perceived by learners (students and junior doctors) and suitability of simulation training for the given technical skills were measured. Desirability function was used to set priorities for future learning.ResultsThe overall mean expected level of competency for the procedural skills was 7.9/9. Mean level of self reported competency was 4.7/9 for junior doctors and 4.4/9 for recently graduated students. The highest priority skills according to the desirability function were urinary catheter placement, nasogastric tube insertion, and incision and drainage of superficial abscesses.ConclusionsThis study identifies those technical competencies thought by faculty to be important and assessed the junior doctors and recent graduates level of self-perceived confidence in performing these skills. The study also identifies the perceived utility of teaching these skills by simulation. The study prioritizes those skills that have a gap between expected and observed competency and are also thought to be amenable to teaching by simulation. This allows immediate priorities for simulation curriculum development in the most effective manner. This methodology may be useful to researchers in other centers to prioritize simulation training.

ADOLESCENT DEVELOPMENT IN THE 21ST CENTURY: DEVELOPING CRITICAL THINKING SKILLS THROUGH EXPRESSIVE DRAWING TECHNIQUES

Adolescent is a formal operational stage of cognitive development. The development of an educational program prioritizes four skills to support success in meeting the challenges of the 21st century. One of the priority skills of the four skills is critical thinking skill. Critical thinking skill is a skill which shows the performance of individual cognition in interpreting, analyzing, and doing self-regulation regarding problems and information received. Critical thinking skill is closely related to problem-solving skill and decision-making skill. This study aimed to figure out the implementation of expressive drawing techniques to adolescents in sharpening and developing critical thinking skill in solving their life problems. In addition, this study was conducted to examine the relationship between problem solving strategies used by adolescents with their critical thinking patterns related to the problems they have. This research used a qualitative approach with descriptive data on exploring the implementation and impact of expressive drawing technique in stimulating adolescents’ thinking skill as well as the form of adolescents’ critical thinking pattern which is seen on the mapping pattern drawn after answering questions in interview. The data of the study were collected through interviews, documentation studies, and observation. The data collected in the form of documentation study of the image were analyzed to get the development result of expressive drawing technique toward adolescent development in critical thinking. Before the data were analyzed, the data were divided into 2 parts, namely the application in the early teens and the image data of the late adolescents. Data analysis techniques used were (1) data collection; (2) data reduction; (3) data interpretation; (4) perform data triangulation; and (5) drawing conclusions. The results of this study indicate that: (1) providing critical thinking skills materials through expressive drawing techniques can develop and stimulate the ability of adolescents in critical thinking to their problems; (2) the pattern of adolescent thinking on their problems through expressive drawing techniques can develop the critical thinking skills of adolescents in determining the action priority as decision-making to determine strategies and to make choices in life; (3) the average adolescents are able to think critically better in determining the priority of complex life problems to be solved systematically and more structurally when compared to early adolescents.

Exploring Nurse Leaders' Policy Participation Within the Context of a Nursing Conceptual Framework.

This study was designed to describe and quantify the experiences of nurse leaders working to influence policy and to build consensus for priority skills and knowledge useful in policy efforts within the context of a nursing conceptual framework. The conceptual model for nursing and health policy and the Adams influence model were combined into a conceptual framework used to guide this two-round modified Delphi study. Twenty-two nurse leaders who were members of a state action coalition participated in the Round 1 focus group; 15 of these leaders completed the Round 2 electronic survey. Round 1 themes indicated the value of a passion for policy, the importance of clear communication, and an understanding the who and when of policy work. Round 2 data reinforced the importance of clear communication regarding policy engagement; knowing the who and when of policy closely followed, and having a passion for policy work was identified as least important. These themes inform learning objectives for nursing education and preparation for interactions with public officials because influencing policy requires knowledge, skills, and persistence. Study findings begin to describe how nurse leaders influence policy within the context of a nursing conceptual framework and generate implications for research, education, and professional practice.

Relevance of Further Education and Training College Engineering Learning Programmes within The Apprenticeship Context

The development of learning programmes and courses, qualifications design and future curriculum development in Further Education and Training (FET) vocational education provision on a national level is at the heart of the college sector. It should respond to the technological needs of labour market conditions, sectors and industries they support and more importantly, to the current critical South African economy. In this regard, apprenticeships have a huge role to play. This study was undertaken to identify factors, which were perceived as important in determining the relevance of FET college engineering learning programmes within an apprenticeship context. The sample in this study was 200 training and development managers, skills development facilitators and training practitioners with apprenticeship training responsibility and representing employers in the metal and engineering industry. A probability sampling technique in the form of simple random sampling was used to recruit participants for the study. Data were collected through the administration of a questionnaire. Descriptive statistics were used to report on the demographic data and exploratory factor analysis was conducted to identify factors that were perceived as important in determining the relevance of FET college engineering learning programmes. Four factors, namely meeting industry needs, industry-college alignment, context-focused learning, and industry collaboration were identified. In South Africa, FET colleges are expected to play an important role in the acquisition of human resource development (HRD) priority skills that are required by government and business to deliver on major infrastructure development and to meet the needs of an expanding economy. DOI: 10.5901/mjss.2014.v5n23p990

Needs assessment for training in interprofessional skills in Swiss primary care: a Delphi study

Despite the importance of appropriate interprofessional collaboration in health care, it is still insufficiently taught in health professions education. The aim of the study was to conduct a needs assessment among health professionals on the themes and skills to be taught during interprofessional education programs in the context of Swiss primary care. A three round Delphi electronic survey was carried out in order to identify priority themes and skills to be included in such a program. Participants comprised 12 categories of health professionals. Seventy-two participated in the first, 41 in the second and 43 in the third round. Patient communication, case management of chronic conditions, therapeutic patient education, health promotion and prevention, ethics and medication were the most important themes identified. The most important skill was regarded as “to define and then share tasks and responsibilities between professionals”. Sub-analysis revealed that both priority themes and skills chosen differed between health professional categories.

Educational and Clinical Impact of Advanced Trauma Life Support (ATLS) Courses: A Systematic Review

We aimed to systematically review the literature on the educational impact of Advanced Trauma Life Support (ATLS) courses and their effects on death rates of multiple trauma patients. All Medline, Pubmed, and the Cochrane Library English articles on the educational impact of ATLS courses and their effects on trauma mortality for the period 1966-2012 were studied. All original articles written in English were included. Surveys, reviews, editorials/letters, and other trauma courses or models different from the ATLS course were excluded. Articles were critically evaluated regarding study research design, statistical analysis, outcome, and quality and level of evidence. A total of 384 articles were found in the search. Of these, 104 relevant articles were read; 23 met the selection criteria and were critically analyzed. Ten original articles reported studies on the impact of ATLS on cognitive and clinical skills, six articles addressed the attrition of skills gained through ATLS training, and seven articles addressed the effects of ATLS on trauma mortality. There is level I evidence that ATLS significantly improves the knowledge of participants managing multiple trauma patients, their clinical skills, and their organization and priority approaches. There is level II-1 evidence that knowledge and skills gained through ATLS participation decline after 6 months, with a maximum decline after 2 years. Organization and priority skills, however, are kept for up to 8 years following ATLS. Strong evidence showing that ATLS training reduces morbidity and mortality in trauma patients is still lacking. It is highly recommended that ATLS courses should be taught for all doctors who are involved in the management of multiple trauma patients. Future studies are required to properly evaluate the impact of ATLS training on trauma death rates and disability.