Educational Requirements Research Articles

Discriminated or Not? The Arab Minority in the Israeli Labor Market

In this paper, I investigate whether the higher rate of return to schooling of minorities in Israel could be a result of non-linear discrimination against them in the labor market. By composing the wage gap between Jews and non-Jews (Non-Jews in Israel are mainly Arabs. Therefore, I use the terms non-Jews and Arabs interchangeably) workers separately, for low-educated and high-educated workers, I show that the unexplained share of the gap, which is at least partly due to discrimination, is dramatically reduced in the high-educated composition. It indicates a negative correlation between schooling and discrimination, which means that part of the higher return to education comes from the reduction in discrimination in jobs with higher education requirements.

Fostering Sustainable Communities: Competencies and Training Needs for Social Organic Farming in Hungary, Greece, and Italy

This study examines key competencies in social organic farming (SOF) as perceived by stakeholders in Hungary, Greece, and Italy, including necessary knowledge, skills, and attitudes. It also explores the educational and professional requirements for those aiming to become social organic farmers, ultimately contributing to an ideal farmer profile. Through qualitative methods, such as semi-structured interviews with stakeholders, the study identifies essential competencies and training needs for SOF. Results show that successful social organic farmers must understand organic farming principles, social work, farm economics, and possess personal skills like empathy, team-work, and effective communication. These competencies and training align with Social Capital Theory, Diffusion of Innovation Theory, and Community-Based Participatory Research, under-scoring the importance of social networks, community engagement, and innovation in advancing sustainable and inclusive agricultural practices. The study also highlights SOF's role in supporting community well-being, enhancing sustainable food systems, and promoting both physical and mental health. Findings offer valuable insights into the limited literature on SOF, providing actionable recommendations for vocational training programs that support social organic farmers’ growth across Europe. This, in turn, fosters sustainable agriculture, circular economies, and public health, thereby strengthening community resilience and ecological stability.

A Model of Design and Implementation Micro-credentials in TVET: A Promising and Flexible Pathway to Employment and Skill Development

The article explores the increasing importance of micro-credentials in Vocational Education and Training (VET) as an innovative response to the rapidly changing demands of the job market. Micro-credentials are defined as short, focused educational programs that provide learners with specific skills or competencies. Unlike traditional qualifications, which often require extensive time and cover a broad range of topics, micro-credentials offer a more streamlined pathways approach to education, addressing targeted skills directly relevant to industry needs. The article emphasizes the benefits of micro-credentials, which include improved employability, personalized learning experiences, cost-effectiveness, and enhanced support for lifelong learning. These benefits make micro-credentials particularly attractive in industries where specialized skills are highly valued. The growing recognition of micro-credentials among employers underscores their increasing relevance as a means to bridge the gap between education and workforce requirements. The methodology presented in the article is grounded in secondary data analysis. This approach serves as a foundation for the development of a unique, personalized model designed by the author. The model specifically addresses the integration of micro-credentials into TVET, with a focus on technical programs. The model aims to align TVET offerings with labor market demands, taking into account the skills gaps and trends identified through data analysis. By employing existing research and insights, the author has crafted a framework that emphasizes practicality and relevance in meeting workforce needs. The findings highlight the transformative potential of micro-credentials in fostering skill acquisition and professional development. These programs are shown to provide a flexible and targeted learning approach, effectively addressing the specific competencies required by modern industries. The author’s model demonstrates how micro-credentials can be seamlessly integrated into TVET programs, offering tailored solutions for addressing workforce challenges. The increasing acceptance of micro-credentials by employers further validates their relevance as an essential component of modern education systems. In conclusion, the article advocates for the integration of micro-credentials into TVET systems as a strategic approach to enhancing workforce readiness and adaptability. By offering a practical, cost-effective, and flexible pathway to skills development, micro-credentials bridge the gap between education and employment. The proposed model provides a robust framework for incorporating micro-credentials into technical programs, ensuring alignment with industry requirements and fostering lifelong learning opportunities. This integration represents a vital step in addressing the dynamic needs of the labor market.

Libraries on the Front Lines: The Imperative for Disaster-Ready Information Professionals

Libraries, particularly local public libraries, have evolved into hubs for community-first services, extending beyond traditional roles. Library personnel are now expected to act as first responders and crisis leaders during times such as natural disasters. This report documents the critical crisis leadership qualifications required for library personnel, identified through comprehensive research from 2015 to 2023. Findings from these situation-specific case studies call attention to the community’s needs for library services during emergencies, underscoring the requirement for LIS education to include disaster management. Continuing education (CE) is also critical in preparing information professionals for these essential roles.

Exploration and Practice of a Graded, Flat, and Flexible Teaching Model for Cultivating Cyber Defense and Offense Capabilities

In alignment with the educational requirements for the multifaceted nature of knowledge, the comprehensiveness of skills, the adversarial nature of practice, and the specificity of thinking in cyber defense and offense capabilities, this paper adopts a student-centric pedagogical philosophy. Guided by educational theories such as constructivism, connectivism, and group dynamics, we have established a graded, flat, and flexible teaching model. This model is characterized by a progressively challenging teaching framework, the construction of contextually linked case scenarios through a flat knowledge network, the organization of a multidimensional and elastic teaching process, and the support of skill training through multimodal hybrid collaboration. It synergistically transforms the relationship between teaching and learning across four dimensions: framework structure, content arrangement, process organization, and training methods. This systematic shift has led to a significant increase in the knowledge capacity and diversity of the curriculum, an optimization of the flexibility and adaptability of teaching organization, an enhancement of students' understanding and learning capabilities, an improvement in students' comprehensive skills and practical combat effectiveness, and the stimulation of innovative thinking and specific cognitive traits.

A Pilot Study of a Simulation-Based Mastery Learning Procedural Curriculum for Pediatric Emergency Medicine Fellows.

Pediatric emergency medicine (PEM) fellows are expected to perform high-risk procedures across a wide range of patient age, size, and physiology including procedures that are no longer required during pediatric residency training. Examples include central venous catheter (CVC) placement, endotracheal intubation of children and adolescents, and tube thoracostomy placement. Simulation-based mastery learning has demonstrated decreased patient morbidity. In this study, we describe implementation of a simulation-based mastery learning (SBML) procedural curriculum for PEM fellows. Our PEM fellows underwent an SBML procedural curriculum for lumbar puncture (LP), CVC placement, endotracheal intubation, and tube thoracostomy placement. These procedures are mandatory for fellows to learn, have known association with potential iatrogenic injury, and are widely available commercial task trainers. Fellows underwent baseline assessments, group demonstration, deliberate practice, and then postassessments. For both pre- and postassessments, we used internally developed checklists with minimum passing scores (MPSs) calculated by the Mastery-Angoff technique. Nineteen pediatrics residency-trained PEM fellows underwent this curriculum over a 2-year period. Six fellows (31.58%) achieved the MPS on all four procedures during their first posttest attempt. All fellows achieved the MPS on all four procedures by the second posttest attempt. Most fellows (17/19 or 89.47%) did not achieve the MPS on baseline LP assessments, despite inclusion of this procedure as an Accreditation Council of Graduate Medical Education (ACGME) requirement during their pediatric residency training. All participating PEM fellows demonstrated competency after training on four procedures associated with iatrogenic injuries. Using an SBML framework is a feasible method to teach procedural skills to PEM fellows, allowing them to demonstrate objective measures of competency in the simulation laboratory.

ResJobFit - end-to-end artificial neural networks based technology for job-resume matching

With the ever-growing expansion of online recruitment, a reliable person-job matching has become increasingly crucial. Due to different experience, education and specialization requirements, as well as location considerations, specified in the job advertisement, various aspects should be taken into account for reliable matching and ranking of candidates. It has been shown that matching of resumes and vacancies can be approached as either pair classification or semantic similarity search based on embeddings. While classification approaches process each vacancy-resume pair sequentially, thus resulting in quadratic time complexity, independent text embeddings and ranking is a much more efficient and scalable solution, since it has linear time complexity. In this article semantic similarity search to rank suitability of candidates with regards to vacancies has been used. ResJobFit - an end-to-end Artificial Neural Networks based technology for job-resume matching is proposed. ResJobFit technology consists of Segmentation, Parsing, Summarization and HR Embedding Module models, and their outputs (vector and attributes defining each resume or job advertisement), as well as a Vector Database in which the records are stored. Unsupervised text embeddings training for HR domain encapsulating two novel training objectives - intra- and cross-section contrastive alignment is introduced. Pretrained BERT-base model is adapted by teaching it to match summary-last employment sections of the resume with parts of the same vacancy or employment section. As baselines TFIDF, BERT, E5 and GTE have been used. The proposed unsupervised training strategy was compared against SimCSE, DeCLUTR and ConFit approaches. NDCG, MAP and MRR are used as metrics for measuring accuracy of the designed algorithm. It has been shown that the novel training objective lets it achieve significant improvement in comparison to other unsupervised training approaches. Improvement of 11% in NDCG was achieved by adapting the DeCLUTR training strategy for the HR domain based on exploiting the structure of resumes over the classical DeCLUTR training strategy on the task of ranking summaries of vacancies and resumes generated by large language models. 2% and 6% have been achieved using ResJobFit and ResJobFit with requirements matching over state-of-the-art ConFit model on the task of ranking full-text vacancies and resumes.

Researching the Use of L1 (Chinese) in Junior EFL Classes in China (Focusing on Listening Tasks)

This article studied the influence of using L1 in junior high school English classes. Two teachers and five students from a public middle school in China were interviewed. Through communication with them, the author found that neither teachers nor students pay as much attention to listening teaching as grammar reading. The two teachers the author interviewed have different ideas about using L1 in English class according to their own teaching experience. But their ultimate goal is to improve students' English scores and abilities. Students agree with the teacher's rational use of L1 in class. They also put forward some advantages of using L1. However, the listening teaching is mainly based on the teacher's requirements, and the main task is to complete the listening training questions. Only one student suggested that if English-based teaching environment can help them improve their English listening level and other abilities.

Research on the Reform Path of Ideological and Political Education in Tourism English Courses in Higher Vocational Education

Tourism English in higher vocational education has profound humanistic, strong professional orientation, and instrumental characteristics. Through analyzing the current situation of ideological and political teaching in Tourism English courses in higher vocational education, it is found that there are too few ideological and political elements in the curriculum, the skills teaching and ideological education are not unified, and the ideological and political education in the curriculum tends to be empty preaching. The reasons for this are the weak ideological and political awareness of teachers, the emphasis on skills in textbooks over ideological and political education, and the conservatism of teaching methods. Based on the requirements of curriculum ideological and political education and teaching reform, a teaching reform practice path is constructed from four aspects: anchoring curriculum ideological and political goals, improving teachers’ ideological and political awareness and educational ability, creating ideological and political-oriented textbook resources, and integrating ideological and political teaching methods through multiple channels throughout the entire process, in order to cultivate students with patriotism, international vision, and professional skills.

Teaching Residents at Night: Exploration of a Novel Curriculum.

Implementation of a successful night curriculum has been a historical barrier to education during night rotations. Residents are tasked with teaching students and peers at night, often with little educational material to support this. To address the need for engaging night curriculum for pediatric residents, we aimed to (1) develop and implement a night curriculum with an emphasis on residents as teachers (RaTs) and (2) explore residents' experience with the RaT curriculum through a secondary qualitative analysis of reflections. After a needs assessment, we developed and implemented a night curriculum consisting of both facilitated and independent learning activities. Each resident was expected to complete 3 out of the offered 5 to 7 learning activities during their month-long night rotation. One independent activity featured RaT topics, including clinical teaching, mentoring, or hidden curriculum. Participation was tracked via reflection submissions, which were inductively coded using Dedoose. A total of 90% (180/199) of resident rotations completed new curriculum requirements, with 45% (90/199) completing more than the required 3 activities. A total of 76% (151/199) chose to participate in the RaT activity as part of their night educational requirements. A total of 52 reflection responses were collected, 38 individual and 14 team responses. Responses highlighted themes including growing as educators, fostering interprofessional relationships, and developing careers. High participation in the novel curriculum reveals the potential of virtual RaT activities to improve night education for residents. Participant reflections suggest high engagement in RaT and emphasize the andragogical value of key topics.

The Need for Integrating Cloud-Based Project Management Tools in IT Curricula: Insights from Sri Lanka’s Software Industry

Cloud-based project management software is heavily used in the software development industry, with cloud computing advancements. As such software usage is becoming popular in the industry, empirical evidence suggests that investigating the efficient integration of cloud-based project management software into Information Technology degree programmes is crucial in bridging the gap between university education and industry requirements. Therefore, this mixed-method study was carried out in Sri Lanka, where the software development industry is a significant player in the service sector. To analyse the current uptake of such software, 102 firms were given a closed-ended questionnaire. The fact that 93% of respondents are using these tools and that they specified that their use is crucial for project success suggests that they should be integrated into the academic curricula of IT degrees. Thirteen interviews were also done with industry professionals. The thematic analysis showed that professionals who had studied using cloud-based project management software in their degrees found it easier to adopt them in the workplace than those who had not, suggesting the need for integrating them into academic curricula. Effective integration strategies included offering cloud-based project management tools as practical components required for use in projects, industry-led workshops, and online courses as assignments. These results can help higher education establishments improve their curricula, including the latest industry practices, to bridge the gap between academic and industry requirements.

Evaluation of Physical Education Curriculum for Non-Sports Major Students in Universities: An Empirical Survey

Physical education is a compulsory subject in the national education system, in which the university level has regulations, which are mandatory for this level of education. To properly evaluate the physical education curriculum in universities, this study surveyed 117 people who are managers, lecturers, and students in several universities on the following issues: Objectives of physical education curriculum in universities, content of physical education curriculum in universities, teaching methods of physical education subjects in universities, tasks of physical education curriculum in universities, openness of physical education curriculum in universities. The research results show that the problems in the university physical education curriculum have met the requirements of comprehensive education, but there are still some limitations that need to be further overcome in the coming time.

The Prevalence, Knowledge and Attitude Regarding Atopic Dermatitis among Adult Population in Saudi Arabia

Background: Atopic dermatitis (AD), or allergic dermatitis or atopic eczema, is a common, chronic, relapsing, and inflammatory skin disease characterized by dry and itchy skin and increased and recurring lesions affecting the general population of all ages. Aim: The aim of the study is to investigate the prevalence, knowledge, and attitude associated with the factors affecting AD in the adult population of Saudi Arabia. Materials and Methods: A Cross-sectional study was conducted in Saudi Arabia from January to March 2023, and 922 participants were recruited. An online questionnaire was designed by Google Forms and distributed digitally via social media applications. Logistic regression analysis was conducted to investigate the associated factors affecting AD in the population. Results: The findings revealed a 30% prevalence of AD among the adult population in Saudi Arabia. This indicates a significant burden of the disease in the country. The knowledge level on AD was fair in 43% of participants, good in 25.9%, and poor in 31.1%. Similarly, the attitude towards AD was fair in 53% of participants, good in 2.6%, and poor in 44.4%. These results suggest a need for improving the understanding and perception of AD among the population. Conclusion: The study findings an immediate requirement for better public education about AD in Saudi Arabia. This education should increase awareness of AD’s symptoms, causes, and treatments.

Preparing tourism, hospitality and events graduates to be industry ready: extending the three-factor model of authentic learning

ABSTRACT Authentic learning is a critical pedagogy and curriculum requirement in higher education to better prepare students for future workforce requirements. As such, educators adopt a range of authentic learning tasks such as work-integrated learning, industry reports, and field trips to enable student engagement in current industry issues. Although such actions are practical and have valuable impact on students, there has been little effort to narrow the theoretical gap. The present study addresses this by extending the authentic learning three-factor model (construction of knowledge, disciplined inquiry, and value beyond school) to evaluate the perceptions of educators in THE higher education towards their understanding and embeddedness of authentic elements in their teaching curriculum to better prepare industry-ready graduates. In-depth interviews were conducted with higher education THE academics (n = 21) in Australia, New Zealand, The Netherlands, and Scotland. Thematic analysis using NVivo revealed seven key themes within the authentic learning three-factor model: knowledge co-creation and scaffolding, customising knowledge and experiences, student engagement, educator capability, industry readiness, real-world problems, and meaningful connections. The proposed seven standards necessitate a paradigm shift in curriculum design, syllabus structuring, and student assessment within THE institutions. Emphasising industry-readiness as a core objective, educators must align their teaching approaches with the theoretical findings of this research to better prepare students for real-world challenges.

An Assessment of Rural Midwestern Schoolteachers' Nutrition Literacy and MyPlate Knowledge: Implications for Current Practice and Policy.

Background. Rural schoolchildren outpace their urban counterparts in obesity and diet-related chronic disease rates. Educating students on nutrition basics may help reduce these health burdens in this focus population. Rural schoolteachers are ideally positioned to teach students about nutrition; however, to teach nutrition, one must first understand basic nutrition concepts. The nutrition literacy and knowledge of rural schoolteachers, as well as strategies to and barriers for integrating nutrition into rural classrooms, are understudied. Examining these topics may provide a deeper understanding of nutrition education in rural schools. Methods. Data were collected via an online survey of K-12 teachers (n = 153) from seven Midwestern rural school districts. This survey collected data on nutrition literacy, nutrition knowledge, and preferred methods for implementing nutrition education into current curricula. Descriptive statistics were reported; associations between nutrition literacy and knowledge were examined. Results. Nutrition literacy levels were borderline low (mean score 45.7 out of 64). Nutrition knowledge and literacy were associated (p < .001). Most teachers (n = 108, 70%) were/may be willing to change lessons to incorporate nutrition information, with hands-on and group activities being preferred strategies. Barriers to including nutrition information into curricula included lack of time, knowledge, and resources. Most teachers reported little support from administration for promoting nutrition in the classroom. Discussion. Implementing nutrition education into teachers' continuing education requirements may provide a means of improving teacher nutrition literacy and knowledge. Support from both state-level and local administration could benefit both nutrition knowledge acquisition by schoolteachers and implementation of nutrition education throughout the curriculum.

Challenges in Implementing Quality Education at INTI International University: An Examination of Human Resource Management Practices

This study investigates the challenges that INTI International University has had in integrating Sustainable Development Goal (SDG) 4 by ensuring inclusive, high-quality education and opportunities for lifelong learning into its HRM practices. Key problems identified by the study include the need to accommodate varied faculty requirements in an inclusive environment, integrate new technologies with current teaching approaches, and attract and retain talented instructors. The implementation of HRM strategies is hampered by resource constraints, changing educational requirements, and the need for ongoing strategy modification, according to the insights of an HR specialist. The results emphasize the necessity of continual modifications to HRM practices to address these issues and forward the objective of universal access to high-quality education.

Analysis on the Development Fund of Colleges and Universities under the Perspective of Comprehensive Development

The development of colleges and universities is the inevitable requirement of moral education and talent training in the new era. The all-round development of students, morality, intelligence, physique, beauty and labor is an effective way to improve the quality of talent training. This paper aims to explore the connotation requirements, problems and construction paths of university development-oriented funding education from the perspective of comprehensive development, and explore the development-oriented funding education path of "promoting learning by speaking, strengthening ideological and political guidance", "inspiring competition, improving talent competitiveness", "practice and giving full play to the synergistic force of education".

STRUCTURE AND CHARACTERISTICS OF THE SECOND MODULE IN THE "INDIVIDUAL RESEARCH WORK" COURSE (“MEDICINE” PROGRAM)

Providing access to quality education is one of the Sustainable Development Goals (SDGs) set by the United Nations to be achieved by 2030 (Goal №4: Quality Education – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”). The unique aspect of higher medical education is that its quality also supports the fulfillment of another SDG (Goal №3: Good Health and Well-being). Higher medical education is dynamic, with a growing global trend toward increasing the emphasis on scientific knowledge within educational programs. In leading countries, courses are being developed that actively incorporate the study of research methods in medicine. The introduction of new educational components aimed at developing scientific competencies in medical students represents a promising approach to improving the quality of education. The aim of this study was to analyze and characterize the structure of the second module in the course “Individual Scientific Work” within the educational and professional program “Medicine”. In preparing the manuscript, the authors employed the following general scientific theoretical research methods: analysis, synthesis, concept comparison, abstraction, and generalization. The primary goal of studying Module №2, “Methods of Researching Pathological Changes in Organs and Systems”, as part of the “Individual Scientific Work” in the educational and professional program “Medicine”, is to develop students’ skills in the methodology of conducting medical research. The thematic plan for Module №2 includes the following topics: Methods of registering functional changes in organs and systems; Methods of researching metabolic disorders; Methods of studying the development of oxidative stress in various organs and systems; Study of changes in the production and signaling of gas transmitters, including nitric oxide, hydrogen sulfide, and carbon monoxide. In conclusion, it should be noted that the structure and content of the second module of the course “Individual Scientific Work” in the context of professional program “Medicine”, developed by the Department of Pathophysiology at Poltava State Medical University, align with the requirements of modern higher medical education.

Preparing the future pharmacy workforce: competency-based undergraduate curricula for teaching, learning and assessment with a focus on antimicrobial stewardship

Abstract Introduction Competency-based teaching, learning and assessment underpins the requirements for initial training and education of pharmacists (IETPs) in the UK and is set by the General Pharmaceutical Council (GPhC). This competency-based pedagogic approach is conducive when teaching antimicrobial resistance (AMR) and antimicrobial stewardship (AMS) since it ensures that rather than only reciting and absorbing content, student pharmacists gain the necessary skills and behaviours to apply knowledge effectively in clinical practice. This is particularly relevant since newly graduate pharmacists will need to show competency in independent prescribing at the point of graduation from 2026 and education needs to evolve to incorporate prescribing skills including decision making. Aim The aim of this project was to develop a UK-wide national AMS competency framework specifically tailored for student pharmacists and foundation year trainees. Method A working group of academics and pharmacy practitioners from all four nations and with expertise in AMS was set up in September 2022. Student pharmacists from a national organisation (BPSA) and a professional pharmacy body (RPS) are also members. Development of the consensus indicative curriculum for student pharmacists was adapted from published frameworks including those for UK undergraduate medical students1, and a UK wide set of generic AMS competencies for undergraduate healthcare professional education2. The results of a survey3 conducted across Schools of Pharmacy (SoP) aiming to determine the nature and extent of implementation of the latter generic competencies, also informed this project. To ensure consistency, the group has worked with the British Society for Chemotherapy (BSAC) to align to the Keep Antibiotics Working (KAW) website, that provides resources for pharmacy students and educators, aligned to the curriculum domains. No ethics approval was required for this study since it did not involve any participants. Results The final curriculum consists of six domains: Infection prevention and control, antimicrobials and antimicrobial resistance, antimicrobial prescribing and stewardship, vaccine uptake, person-centred care and interprofessional collaborative practice. Each domain includes a competency statement together with accompanying descriptors (74) clearly outlining the knowledge and application required by the newly qualified pharmacist. To support implementation of the framework, the individual competencies were mapped to the revised GPhC standards for the IETPs together with Royal Pharmaceutical Society Prescribing Competency Framework that link to AMR and AMS. The group has also developed a set of suggested practice-based activities aligned with the framework domains to support pharmacists supervising or assessing students on placement. Discussion/Conclusion This project is timely to support development of future pharmacists as leaders in AMS and ensure a portable workforce, since pharmacists will be independent prescribers at the point of registration from 2026. A limitation of the development is the fact that not all SoP have been involved in the process; however, efforts are being made to communicate curriculum content as widely as possible. Though it is not mandatory to implement this curriculum, it provides a benchmark for embedding the competencies into undergraduate pharmacy curricula and allows identification of topics that may not be adequately covered. It also promotes consistency of approach across schools. (500 words)

Scoping the requirements for a genomic competency framework to inform the integration of genomics into pharmacy undergraduate curricula

Abstract Introduction The application of genomics is due to have a significant impact on the role of pharmacy within future healthcare systems. Since 2021, the updated GPhC education standards have included a requirement to apply the principles of genomics,1 but a lack of consistency across UK pharmacy programmes has led to inequity of genomics literacy for pharmacy students.1 National UK genomic workforce strategies include a pharmacy undergraduate indicative syllabus focussing on upskilling the NHS workforce in readiness for the wider implementation of genomics.2,3 There is a lack of UK research exploring the undergraduate genomic education requirements of pharmacy professionals. Aim Scope the requirements of a genomic competency framework for undergraduate pharmacy curricula. Methods Ethics approval was obtained from Swansea University ethics committee in July 2023. Fifteen multi-professional stakeholders from across the UK, perceived as genomic experts and/or pharmacy educationalists from each devolved nation, were selected using purposive sampling and all were invited to participate within a virtual semi-structured interview (SSI) and a consecutive focus group. SSIs and the focus group were facilitated and recorded using Microsoft® Teams and pre-designed open question topic frameworks were used. All data was anonymously transcribed verbatim and analysed using thematic analysis. Results Twelve participants consented and SSIs were held between September/October 2023. Five participants attended the consecutive focus group in December 2023. Five SSI themes were identified: Competency development - where the need for pharmacists to have comprehensive knowledge of the aspects and factors affecting the use of genomic testing within clinical practice (e.g. research and consent) was identified, whilst others described the need for pharmacists to focus on pharmacogenomics only; Curriculum approach – where there were variations in the depth of general genomic training and appropriate topics needed by pharmacists and the requirement for genomics to be scattered throughout undergraduate programmes; Future practice roles - the current postgraduate pharmacogenomic module could be used to establish the future undergraduate requirements and the need for pharmacy curricula to focus on the application of genomics to medicines rather than as a diagnostic tool; Genomic topics - participants acknowledged the complex nature of determining the genomic undergraduate curricula requirements without routine mainstream use of genomics within clinical practice but suggested pharmacy genomic competencies needing further refinement; Level of knowledge - participants highlighted the need for overall genomic pharmacy knowledge but a deeper level of pharmacogenomic knowledge and recommended that the competency framework should be relevant and achievable across healthcare sectors. Discussion and conclusion Genomic competencies should be established for pharmacy professionals as appropriate to their job roles. Once genomics is widely implemented, clarity around genomic competence requirements will develop, following workforce upskilling. The varied backgrounds of study participants impacted their opinions which were potentially influenced by their knowledge of the pharmacist role across sectors and their lack of familiarity with current pharmacy training. Study limitations are small participant numbers and low data generalisability. A genomic competency framework is needed to standardise pharmacy training and study findings will be used to develop a UK consensus for UK genomic undergraduate pharmacy training.