Professional Competence Research Articles

Project activities using creative technologies and artificial intelligence in classes in Russian as a foreign language

The article discusses the place of project activities in the practice of teaching foreign languages and the role of creative technologies and artificial intelligence in teaching Russian as a foreign language, analyzes scientific and educational literature on the implementation of project activities and the introduction of creative technologies and artificial intelligence into the educational process. A technological structure has been developed for a series of classes on Russian as a foreign language for foreign teachers, in which projects of educational media material for students based on storytelling were created using creative technologies and artificial intelligence. Practical experience is given in implementing the technological structure of classes with a group of teachers from different universities in Zimbabwe with a level of Russian language proficiency B1 and higher (11 people in total), who mastered the additional professional development program “Russian language as a language” at the Immanuel Kant Baltic Federal University. foreign for science, education, culture" (86 hours) from October 27 to November 7, 2023. The results of the pedagogical experiment showed that the use of creative technologies allowed foreign teachers to take a fresh look at their teaching activities, to present in a different way the process of teaching students in their country in the disciplines of natural sciences and engineering and technical profiles, and practical experience in working with neural networks and the chat constructor -bots allowed foreigners to make projects modern, bright, and interesting. The study showed that project activities using creative technologies and artificial intelligence in teaching Russian as a foreign language allow foreign speakers to comprehensively improve their professional and communicative competencies, as well as “soft skills.”

Russian and Belarusian universities’ working with repositories: The survey findings

The institutional repositories are important for science advancement, accumulation of research capital, data exchange within the global science community. The academic repositories have been extensively growing in the global information space. The purpose of the study is to analyze universities’ organization of interaction with repositories, with the focus on research data acquisition, materials allocation technology, promotion and advocacy, etc. The survey of the specialists in charge of institutional repositories in 27 Russian and 11 Belarusian universities was conducted in 2023–2024. Based on the survey findings, the author identifies the key vectors of development of university-institutional repository interaction: repository technological and informational infrastructure, specifications and documentation procedures, fulltext data, repository promotion to the research and academic community. The author concludes that the participated universities are at a high level of repository support, though the lacking national policy of open science, the issues of academic repositories’ inclusion into the single research network hinder their progression. The essential professional skills and competences for academic institutional repositories and open science communication in the academic community are specified.

Білім алушылардың физика сабағында кәсіби құзыреттілігін қалыптастыру

The article shows that changes in the field of education are aimed at creating optimal conditions for the formation of competence not only in its professional field, but also in adjacent areas of knowledge. Currently, educational organizations are faced with the task of fulfilling the requirements of teaching physics to train highly qualified specialists for students studying in technical specialties. The activity of students in training contributes to the orientation of educational programs to the labor market, needs. The purpose of the article is to apply the knowledge and skills acquired in physics lessons in their professional field, that is, to form professional competencies.

The study of the understanding of the phenomenon of giftedness and talent by students in pedagogical areas of training

The problem of giftedness and talent has been attracting the attention of scientists and practitioners for a long period of time. Education and upbringing, peculiarities and difficulties of socialization, involvement in a variety of creative activities, support in educational, scientific, creative, sports activities, the ability to overcome various difficulties are the subject of research by many domestic and foreign authors. When considering the development of a gifted child, special attention is paid to all types of educational organizations where additional education teachers, educational psychologists, subject teachers ensure the participation of a gifted child in educational and extracurricular activities. The curriculum for the training of future teachers provides for academic disciplines and practices where students can form professional competencies. The purpose of the study is to identify the peculiarities of understanding giftedness and talent by students of pedagogical training areas of the Kostroma State University. Research methods: theoretical methods, including the analysis of the subject of research based on the study of scientific and methodological literature, as empirical methods, a survey of study participants was used. 102 students enrolled in bachelor's degree programs of the Kostroma State University (KSU, 2nd year) took part in the study. In our survey of 2nd year students, we revealed an understanding of the phenomenon of giftedness, the attitude of students to the peculiarities and difficulties of the development of gifted children, the readiness of students of pedagogical directions to work with this non-standard category, their perception of the phenomenon of talent, difficulties in the development of talented students.

Assessing the impact of career competence on learning outcomes of accounting– auditing students in Hanoi, Vietnam

The Vietnamese economy is entering a period of increasingly rapid integration and profound development across all sectors. To adapt to these changes, the workforce in all industries, including the field of accounting and auditing, must meet professional competency requirements. Therefore, the development of competency – oriented training programs for accounting– auditing students during their university education is receiving growing attention and emphasis from society. This has led to the necessity of evaluating the impact of professional competencies on academic performance to identify solutions for improving learning outcomes and enhancing students’ ability to apply knowledge in their future careers. The study employs a quantitative method to survey and investigate 316 accounting and auditing students from 13 different universities in Hanoi. With 309 valid responses collected, data analysis reveals that the factor of Knowledge has the strongest influence on academic performance, followed by Attitude, Skills (Hard Skills and Soft Skills), as well as Information technology proficiency and English proficiency. Based on these findings, the paper assesses the degree of influence and provides relevant recommendations to improve the learning outcomes of university students.

The role of linguistic influence in pedagogical influence

Introduction. Pedagogical activity always implies influences on people aiming to help the student internalize the basic meanings of culture. One cannot make a person understand these basic cultural meanings, transmit culture without a language. The absence of research on the verbal side of pedagogical activity explains a contradiction between the increased requirements for the professional competence of teachers and the lack of effective tools for creating and analyzing the teacher’s speech. The paper suggests to solve this problem from the positions of pedagogical semiology and cognitive linguistics. The purpose of this paper is to consider the theoretical foundations of verbal pedagogical influence in a transdisciplinary perspective.Materials and Methods. The comparative analysis, the content analysis, the method of interpretation and contextual analysis. Results. The major function of education is to translate knowledge about the world where people live and function. It became possible in the pedagogical communication due to the unique role of language. The totality of values, personality norms, knowledge, views, etc. is initially formed as a result of the language influence on people. The realization of language influence is possible due to the biological predisposition of a person to acquire the language. Then the pedagogical influence can be presented as a complex of the language influence and receptivity, readiness to exercise this influence. In addition education is possible due to the human ability to imitate.Discussion and Conclusions. Understanding the purpose of education as the translation of basic cultural meanings, and language as the main means for their realization, we consider language influence as one of the main influences that makes a person a bearer of human qualities proper. The essence of pedagogical influence is that the teacher conveys to students the basic meanings of culture by language influence, and make them rooted in culture with the help of the inherent imitation. Thus, as a result of the presented research, we managed for the first time to develop an understanding of verbal pedagogical influence and its essence. The whole educational process is based on verbal influence and imitation. The presented paper is the part of semiological research on the understanding that the source of the content of education and upbringing is culture; the teacher is a carrier of cultural values and meanings, which are transmitted by means of language; the teacher has a key role in ensuring the students' entry into the world of culture.

Perceptions of Stress Among Primary School Teachers Teaching Students with Special Educational Needs

Despite inclusive education being high on the agenda of educational systems worldwide and part of international legislation and policy, particularly the 2030 Agenda for Sustainable Development, which emphasises inclusion and equality as the basis for quality education for all, there is still a need to identify how teachers in regular schools who teach students with special educational needs (SENs) experience their work. This study investigates the most significant stressors for primary school teachers teaching students with SENs. In addition, this study sets out to determine whether there were differences regarding stress between teachers based on their demographic characteristics and the type of SENs in the students they teach. The empirical study, based on a sample of 120 Slovenian teachers (89.2% females), showed that a lack of professional competency, classroom work, personal beliefs, and the burden of administrative work were the most significant perceived stressors when teaching students with SENs in regular primary school. Regarding students’ behaviour and classroom work, different types of SENs were also found to cause significant differences in stress perception. The study revealed that teaching experience and teacher training in SENs could be crucial stress reducers for primary school teachers who teach students with SENs.

Концептуальные основы дидактики И.Я. Яковлева и современные технологии самостоятельной работы обучающихся в педагогическом вузе

The article is devoted to the study of the conceptual foundations of I.Ya. Yakovlev's didactics. The work presents an analytical description of the technologies of independent work, self-development, self-education in the pedagogical system of the educator of the Chuvash people. Based on the content of federal state educational standards of higher education, the author proves the relevance of I.Ya. Yakovlev's didactic system in modern conditions of the implementation of the "Core of Higher Pedagogical Education", their innovative nature, the effectiveness of the organization of the educational process in the Simbirsk Chuvash Teachers' School. The work presents the results of the analysis of modern curricula in the direction of training "Psychology and Pedagogy of Preschool Education" for the presentation of a description of technologies and the amount of time for completing assignments for independent work. The study of I.Ya. Yakovlev's didactic system is built taking into account the knowledge, ethnocultural, personological paradigms and on the principles of consistency and competence. The results of the study, obtained on the basis of theoretical analysis of pedagogical literature and normative regulators of education, have a methodological nature, are consonant with the requirements for the results of the formation of universal, general professional and professional competencies. The author presented a substantive analysis of the author's and advanced technologies for the 18th century for organizing the classroom and extracurricular work of students: reading, retelling, taking notes on pedagogical literature, research, project, essay-reasoning, developing logic and critical thinking. The described technologies require reconstruction in new socio-cultural conditions, they can be recommended for use in the educational process of a modern university.

Методика реализации междисциплинарного проекта на основе технологии no-code в процессе обучения студентов магистерской программы «Дизайн мультимедиа»

Teaching Internet technologies to Multimedia Design students contributes to their success in the labour market, provided that the project method and other similar approaches are used in the learning process. The article analyses the experience of teaching modern Internet technologies to students of the Master's programme "Multimedia Design" at the Art and Graphic Faculty of the Pedagogical University. Research methods: analysis of scientific and pedagogical literature and pedagogical experiment. It was established that the problem of teaching students in creative training areas technical skills required for creating Internet products can be solved by using no-code technology and the individual project method. Using creating a website for a randomly selected customer and developing one's own art and pedagogical Internet project as the example, we analysed the application of the individual practice-oriented project method. The results allowed us to draw conclusions that creating digital products without writing code enables students to perform completed Internet projects using special services and platforms, and the method of individual practice-oriented project allows them to perform personally significant Internet projects and helps to increase motivation for learning and the formation of universal and professional competences. The results of the study can be used in teaching Internet technologies to creative students.

Партнерский студенческий проект как эффективный метод адаптации иностранных обучающихся в русской культурно-языковой среде

This study examines the potential and significance of the partnership project method in facilitating the adaptation of international students, as well as the development of their external connections and social environment within the context of Russian society. The paper presents a student partnership project organized by the Department of Russian as a Foreign Language at Perm State Medical University and the Department of Foreign Languages at HSE University Perm. The project is executed through practice-oriented inter-university collaboration. Its objectives address interconnected challenges: firstly, the Indian student community in Perm remains isolated and inadequately integrated into the city's cultural and linguistic milieu. Secondly, residents of Perm and students at local universities have limited understanding of the living and educational experiences of the substantial number of international students residing in the city. The significance of the inter-university project lies in providing Perm and Indian students with opportunities to engage with one another, exchange cultural knowledge, establish both friendly and professional communication, and collaborate on the creation of a joint creative product. This initiative fosters interethnic dialogue and enhances the communication skills and intercultural competence of future professionals.

Применение современных технологий симуляционного обучения как инновационного метода профессиональной подготовки врачей. Отношение обучающихся

The article raises the issue of using innovative learning technologies, high-tech simulation equipment in the process of training future doctors. These technologies significantly improve the quality of education, contribute to the formation of professional competencies and clinical thinking, and also help to acquire the skills necessary for the activity of a healthcare professional. The purpose of the scientific work is to clarify the attitude of medical students to the use of simulation learning technologies and their readiness to use them in the educational process. To achieve this goal, a two-part questionnaire was conducted. The first part of the questionnaire was aimed at assessing the respondents' attitude to work in a high–tech environment, the second part was aimed at clarifying the attitude of students to various technologies in simulation training centers. The results of the survey showed that the vast majority of medical students are aware of the need to use simulation technologies in the educational process, as they allow them to master therapeutic and diagnostic manipulations without involving patients. There is no doubt that innovative learning technologies are an integral part of the educational process. The results obtained convince us that simulation training centers create the necessary safe environment for both medical students and patients, and also help to accumulate experience that will later be applied by young specialists in their medical practice.

Критеріальний підхід до діагностики готовності майбутніх учителів фізичної культури до фізкультурно-рекреаційної роботи

The presence of a clear criterion base will allow to determine the level of professional readiness of the future physical culture teacher for physical culture and recreational work. The purpose of the study is to develop criteria, indicators and characterize the level of readiness of future physical education teachers for physical education and recreational work with schoolchildren. Research material and methods. Research methods: theoretical – analysis of scientific and methodological and special literature, normative documents, dissertation works, systematization and generalization, modeling of the professional training process; empirical – survey, expert assessment; methods of mathematical statistics. Teachers, methodologists and physical culture teachers (n=12) took part in the study as experts. Research results. In accordance with the previously developed structural model of the readiness of future teachers for physical education and recreational work, the following criteria have been defined: value-motivational, cognitive-knowledge and special-methodical, which take into account the specifics of professional activity and contribute to the diagnosis of level changes in the formation of readiness to work in a health-preserving environment. Each criterion is revealed through a system of indicators that characterize it. The proposed criteria ensure the objectivity of the assessment, they are reliable and easily amenable to measurement by traditional methods of pedagogical research, including questionnaires, testing, observation, etc. Adequacy of criteria ensures their identity of readiness for physical culture and recreational work. The consistency of the examination provided a basis for calculating the weighting coefficients of the significance of the criteria. To determine the readiness of future teachers of physical culture, three levels are characterized: low, medium and high. Сonclusions. The results of the theoretical generalization allow us to state that the professional competence of physical education specialists consists of axiological, educational and activity components, the level of formation of which can be determined by value-motivational, cognitive-knowledge and special-methodological criteria.

HUMAN CAPITAL FORMATION IN THE RUSSIAN BIOECONOMY SECTOR

The ideas about the structure and significance of human capital for ensuring sustainable economic development are incentives for conducting relevant research both in our country and abroad. In many respects it concerns bioeconomy - a special kind of knowledge-based activity. To determine the general directions in the bioeconomy development, a computer analysis of metadata from 405 publications annotated in the PubMed database was conducted, which were grouped into six thematic clusters. Based on the results of the documents regulating the federal state educational standards study, it was possible to collect an information array of data on general professional competencies in the areas of life sciences training for the higher education levels: bachelor’s, specialist, master’s, postgraduate. The collected data set allowed to make an original general professional competencies grouping from eight general blocks. The analysis of more than fifty educational programs of the universities leading in the subject rating RAEX “Biotechnology and Bioengineering” 2023 allowed to identify ten groups of profile professional competencies. The study of general professional and professional competencies allowed to identify groups of key competencies for the bioeconomy development. Considering the noted trends in the bioeconomy development and the results of the competence analysis, a questionnaire survey of students was conducted to determine their abilities for professional activity, as well as the prevailing directions of knowledge obtained in the field of bioeconomy. Students from 17 Russian universities took part in the survey, the number of respondents amounted to 426 people. The results obtained allow us to believe that our country has general conditions for the development of human capital necessary for the formation of bioeconomy.

Co-Designing Recipe Resources to Support Healthy Eating in African-Caribbeans in the United Kingdom: An Academic and Community Partnership Approach.

The wealth of free food-based resources available to UK consumers on healthy eating and nutrition provides very limited illustrations of ethnic foods including African-Caribbean cuisines. This inequality in available resources limits the ability of African-Caribbean communities to effectively manage their health and reduces the cultural competence of health professionals. The aim was to co-design healthier versions of several traditional African-Caribbean recipe resources by working in partnership with academics, a community-based Third Sector organisation, and their service-users. Nutritional analysis software was used to theoretically modify the nutritional composition of popular traditional African-Caribbean recipes using recently produced analytical food composition data. Twelve recipes were theoretically modified to reduce the content of key nutrients and ingredients of concern (i.e., salt/sodium, free sugars), or increase those nutrients known to be at risk of lower than adequate intakes (i.e., iron, folate) within the UK African-Caribbean communities. Recipes were then prepared by community service-users (n = 12) of African-Caribbean ethnicity living in Leeds (UK) in the community service setting. The feasibility and acceptability of the recipes were evaluated by obtaining verbal feedback from service-users, following which recipes were further refined as appropriate. Modification resulted in a reduction in the overall energy (in the range of 23-188 kcal), fat (in the range of 0.1-13.7 g), saturated fatty acid (in the range of 0.1-2.9 g) and sugar (in the range of 0.2-8.3 g), provided by 100 g of the standard recipes. Similarly, modification resulted in the reduction in salt from about 63 to 0.01 g per 100 g edible portion of the standard recipe. It is feasible to modify African-Caribbean recipes to be healthier and acceptable to consumers. Combined with improving access to food environments that make available healthy foods, the recipes are intended to support healthier eating with African-Caribbean foods.

FORMATION OF PROFESSIONAL VALUES IN FUTURE PSYCHOLOGISTS OF PRESCHOOL EDUCATION INSTITUTIONS

The article addresses the issue of forming professional values in future psychologists working in preschool education institutions. It includes an analysis of psychological and pedagogical literature on the development of personal values. It is noted that the professional activity of practical psychologists is a specialized social activity aimed at enhancing the value of other people. A focus on the value of others in the professional activity of a psychologist requires a proper understanding of one's competence as a mechanism for influencing others, based on professional duties and responsibility for one's professional behavior. The study characterizes various types of values, emphasizing that the professional values of a psychologist include moral and ethical principles that regulate their professional activity. These include empathy, respect for individuals, responsibility, honesty, and a commitment to continuous professional development and self-improvement. Particularly important is the ability to maintain confidentiality and ensure the safety and well-being of children. The formation of professional values in future psychologists is achieved through a comprehensive approach that includes theoretical education, practical exercises, and personal development. An important component is the integration of ethical issues into academic courses, the organization of discussions and seminars on professional ethics, and providing opportunities for students to participate in practical training and internships in preschool education institutions. It has been established that the formation of professional values in future psychologists of preschool education institutions is a complex and multifaceted process that requires a systematic approach and active involvement of educators, mentors, and the students themselves. This affects not only the professional competence of young specialists but also the quality of psychological assistance they will be able to provide to children and their families in the future. Effective value formation will contribute to creating a generation of professionals capable of ensuring a high level of psychological support and assistance in preschool education institutions.

Leveraging Partnerships for Microcredential Design in Digital Health: Key success factors

Aim: This paper describes the collaborative approaches used to design microcredentials in digital health and cybersecurity. The project was initiated to design and deliver educational products to address specific skills shortages and align outcomes with Australian and International skills and professional competency frameworks. Approach: The co-design process was guided by a proven model for educational design, involving interdisciplinary teams and emphasising rapid prototyping to ensure industry relevance and on time delivery. Partnerships with industry and professional associations were built to develop and deploy the microcredentials within a six-month timeframe. Main Findings and Conclusion: Key success factors included trust, mutual respect, and effective communication among partners. The co-design process highlighted the benefits of collaboration, the importance of alignment with competency frameworks, and the lessons learned in creating educational products that satisfy learner, academic and industry needs. The paper concludes that co-designing microcredentials with industry and professional associations is an effective approach to delivering educational products that address workforce skills and professional knowledge gaps.

FORMATION OF DIGITAL COMPETENCE OF A FUTURE PRIMARY SCHOOL TEACHER

The article examines the essence of the concept of "digital competence" and establishes that it is an important component of the general professional competence of a modern teacher. Its components and content are outlined, it is stated that digital competence includes interaction with digital devices and modern technologies for learning, work and social activities. Particular attention is paid to the conditions for future elementary school teachers to acquire digital competence in the modern digital informational educational environment. The main advantages of the modern digital information educational environment are: ensuring wide access to learning at a convenient time and, accordingly, increasing the speed of passing the educational program by individual students; creation of conditions for implementation of differentiated and complex training; changing the main role of designing educational tasks from the role of the teacher; transformation of the organization, management and evaluation of education, presentation of educational materials and management of the educational process. It has been proven that digital competence requires constant development for effective professional activity in today's changing environment. Acquiring digital competence contributes to the general development of the competencies of the future primary school teacher, increases his professional skills, ensures competitiveness in the labor market, promotes personal development, continuous education, develops the ability to apply acquired knowledge and integrate it into existing knowledge, actively use digital technologies in the educational process, increases the quality of education. The formation and development of digital competence is considered as a process of acquiring stable, integrated and systematized knowledge in pedagogy, psychology, informatics, computer technologies, teaching methods, the ability to apply them in new situations, personal qualities and the ability to achieve significant results in professional activities. It can be concluded that the implementation of digital technologies in education is not only the use of new digital tools, but above all the creation of an environment that offers innovative learning opportunities, designing individual educational routes and creating unique educational electronic/digital products.

PEDAGOGICAL CONDITIONS FOR FORMING THE PROFESSIONAL READINESS OF FUTURE COACHES TO APPLY METHODS FOR IDENTIFYING AND PREVENTING RISKS IN PHYSICAL EDUCATION AND SPORTS ACTIVITIES

The main risks in the professional activity of coaches in the field of physical education and sports were examined in this article. Physical, psychological, organizational, physiological, medical, ethical, social, communication, image, and innovation-technological risks were identified. Special attention is paid to trauma, burnout, organizational limitations, and non-compliance with sports ethics. The impact of insufficient medical support, the use of doping, and technological barriers on the professional activity of the coach was analyzed. A comprehensive approach to developing skills in identifying and preventing risks in the preparation of future trainers was proposed. It has been proven that the risks in the professional activities of a coach are multifaceted and include physical, psychological, organizational, ethical, social, and technological aspects. The coach must have a high level of professional competence, analytical thinking, and communication skills, as well as actively cooperate with medical, psychological, and administrative services to effectively overcome them. The implementation of modern training methods and the provision of a safe training environment will help minimize risks and increase the effectiveness of the training process. The definition of «pedagogical conditions for the formation of readiness of future coaches to apply methods of risk identification and prevention» is formulated as a set of purposeful, scientifically substantiated organizational, methodological, psychological, and educational measures. These measures aim to create a favorable educational environment for developing professional competence among coaches in identifying, assessing, and minimizing risks in physical culture and sports activities. It is demonstrated that these conditions focus on integrating theoretical knowledge, practical skills, and value orientations to ensure the safety, efficiency, and effectiveness of the training process. The article substantiates the pedagogical conditions for the formation of the readiness of future coaches to apply methods of identifying and preventing risks in physical culture and sports activities. The key aspects are highlighted: integration of theoretical and practical training, formation of analytical thinking, and use of innovative technologies. Additional aspects include the development of a motivational and value-based approach to safety, the creation of a professionally oriented environment, and ensuring an interdisciplinary approach to improving communication skills. The implementation of these conditions contributes to the training of competent coaches capable of ensuring the safety and effectiveness of the training process.

Digital learning of clinical skills and its impact on medical students’ academic performance: a systematic review

BackgroundThe constraints imposed by the COVID-19 pandemic has led to the rapid development and implementation of digital methods for teaching clinical skills in medical education. This systematic review presents both the benefits, challenges, and effectiveness of this transition.MethodsA systematic search of six electronic databases (SCOPUS, Medline, CINAHL, PsycINFO, ERIC & Informit) was conducted on 1st October 2023 and updated on 1st April 2024 to identify peer- reviewed articles, from 2019 onwards, which used any type of digital tool (online or otherwise) to teach clinical skills to medical trainees (undergraduate or postgraduate) and were published in English language. The primary outcome synthesised was the reported effectiveness of these digital tools in the development of clinical skills. Risk of bias of included studies was assessed using the Quality Assessment With Diverse Studies (QuADS) tool.ResultsTwenty-seven studies involving 3,895 participants were eligible for inclusion in this review. The QuADS quality assessment scores ranged from 22 to 35, indicating medium quality and thirteen of the studies were randomized trials. Overall, digital teaching of clinical skills demonstrated improved or comparable outcomes to in-person teaching. There was a beneficial effect of digital learning tools on assessment outcomes, with meta-analysis showing a mean difference increase of 1.93 (95% CI 1.22 to 2.64), albeit with a high amount of statistical heterogeneity I2 97%, P < 0.001. Digital clinical skills teaching also resulted in improved student satisfaction scores in many situations and was also shown in one study to be cost effective.ConclusionTeaching of clinical skills using digital tools is an important alternative to the traditional format of face-to-face delivery, which is resource intensive and difficult to implement during a pandemic. This review demonstrates their potential efficacy in improving education outcomes, student satisfaction and potentially reducing costs. However, the integration of traditional and innovative digital teaching methods appeared to provide the most comprehensive learning experience. Future research could focus on longitudinal studies to assess the long-term impact and efficacy of different digital and blended learning modalities on the acquisition of clinical skills and professional competencies.

Evaluation of the Nigerian government’s mandatory continuing professional development programme for primary school teachers

This study aimed to evaluate the Teachers’ Registration Council of Nigeria (TRCN) Mandatory Continuing Professional Development Programme (MCPDP) for Primary School Teachers in Ekiti State, Nigeria, between 2011 and 2021. Seventy public primary schools were purposively selected with teachers who attended MCPDP in Ekiti State, while 166 teachers (attendees and non-attendees of the MCPDP) between 2011 and 2021 participated in the mixed methods study. Key informant interviews were conducted with eight school head teachers and two senior TRCN officials. Findings indicate that most teachers agreed that the MCPDP fostered their cross-fertilisation of ideas and experiences and professional competence. The MCPDP interview results also reported to have improved PSCTs' teaching competencies, commitment, and continuous relevance to the teaching profession. Thus, we recommend that the MCPD should be continued, and the TRCN should intensify the funding of the MCPD Programme and create more public awareness.