Role Of Facilitator Research Articles

Vilazodone,aNovel SSRI Antidepressant with 5-HT1A Partial Agonist Properties: Diminished Potentiation of Chronic Oral Methylphenidate-Induced Dynorphin Expression in the Striatum in Adolescent Male Rats.

Selective serotonin reuptake inhibitor (SSRI) antidepressants such as fluoxetine are used in combination with the medical psychostimulant methylphenidate (Ritalin) in a variety of treatments in children and adults. Unintended co-exposure to these psychotropic medications also occurs in patients on SSRIs who abuse methylphenidate as a "cognitive enhancer" or recreational drug. Preclinical research shows that SSRIs such as fluoxetine when given in conjunction with methylphenidate potentiate addiction-related gene regulation by methylphenidate in the striatum, consistent with the known facilitatory role for serotonin in psychostimulant-induced neuronal and behavioral changes. Moreover, fluoxetine combined with methylphenidate also facilitated subsequent acquisition of cocaine self-administration in adolescent rats, suggesting an increased addiction liability for methylphenidate. In the present study, we investigated the impact of a novel SSRI, vilazodone, on methylphenidate-induced gene regulation in adolescent male rats. In contrast to prototypical SSRIs such as fluoxetine, vilazodone also acts as a partial 5-HT1A serotonin receptor agonist and is thus proposed to temper serotonin input to the striatum. We compared the effects of chronic treatment (4 weeks) with vilazodone (10mg/kg, twice daily) with those of fluoxetine (5mg/kg, twice daily) on striatal dynorphin expression induced by oral methylphenidate treatment (30/60mg/kg/day in drinking water, 8h access daily). Our results demonstrate that, in contrast to fluoxetine, vilazodone had minimal or no potentiating effects on methylphenidate-induced dynorphin expression. This diminished impact on gene regulation was seen throughout the striatum, including the nucleus accumbens, where increased dynorphin expression has previously been associated with various aspects of addiction. Our findings suggest that vilazodone may serve as a better adjunct SSRI with reduced addiction-facilitating properties.

A default mode network subsystem supports both item and associative word encoding: Insights from a meta-analysis

Abstract Recent meta-analytic evidence has underscored the significant role of the default mode network (DMN) in facilitating item word encoding. This study builds on this finding through a comprehensive meta-analysis of fMRI-based subsequent memory studies that use words as stimuli. The results highlight several key functions within the DMN. Firstly, the dorsomedial prefrontal cortex (dmPFC) subsystem of the DMN plays a pivotal role in enhancing successful word encoding, suggesting its vital involvement in the semantic processing of incoming verbal information. Secondly, the utility of the dmPFC subsystem extends beyond item word encoding to associative word encoding tasks, demonstrating its broad applicability in verbal information encoding. Thirdly, regions within the left inferior frontal cortex, a core component of the dmPFC subsystem, show increased activity during associative compared to item word encoding, emphasizing their role in integrating verbal information with contextual details. Contrary to previous research that linked the DMN with encoding interference—often attributed to the core subsystem’s tendency for mind-wandering—this study highlights the facilitative role of the dmPFC subsystem in memory encoding. The contrasting roles of the DMN subsystems, both interfering and facilitating, challenge traditional views and advocate for a more nuanced understanding of the network’s role in memory encoding.

Newly Graduated Perioperative Nurses' Experiences of Transitioning to Clinical Practice: A Qualitative Explorative Secondary Analysis.

The aim of this secondary analysis was to explore newly graduated perioperative nurses' experiences of transitioning to clinical practice to gain more in-depth knowledge of this phenomenon. A qualitative explorative study of secondary data was used, and this study was reported following the Consolidated Criteria for Reporting Qualitative Research checklist. A secondary analysis of data collected between March 2019 and November 2020 via 16 semi-structured interviews with newly graduated perioperative nurses. The interviews were conducted 3 to 5 months after they graduated from five different educational institutions in Norway and entered clinical practice as perioperative nurses. A three-step phenomenological hermeneutical analysis inspired by Ricoeur's theory was applied: naïve reading, structural analysis and comprehensive understanding. We identified three themes: expectations of competence, facilitation for newly graduated perioperative nurses and the transition from being a student to a newly qualified perioperative nurse. Newly graduated perioperative nurses emphasised the critical role of supportive facilitation, manageable expectations and support from leaders and colleagues, which seemed essential for a successful transition to clinical practice. This study addresses knowledge essential for universities, universities colleges and clinical practice, specifically healthcare organisations, to understand the transition process for newly graduated perioperative nurses. This can support the establishment of improved practices to ensure patient safety via more specific education and mentoring and more accurate expectations of competence. No patient or public contribution.

Adapting the World Café Method to an Online Format: Insights From Novice Qualitative Researchers

The original World Café (WC), by Brown and Isaac, is a widely used data collection method in qualitative research across various settings and is typically conducted in person. However, during the spring 2020 semester, the onset of the COVID-19 pandemic prompted us to adapt our planned WC research project from an in-person to an online format using Zoom. Two online cafés were hosted with branch campus students of a large Midwest university during October, one in the morning (n=11) and one in the evening (n=7). This methods paper offers a concise overview of the WC method as an innovative approach to qualitative data collection in a branch campus college setting. We outline the original research plan, detail the adjustments made for online cafes, and summarize the outcomes of these virtual sessions. As novice qualitative researchers working with branch campus college students, we draw vital lessons from our experience with the WC. These lessons emphasize the importance of selecting a method suitable for the target audience and researchers’ expertise level. Active participation in one or more WCs before conducting a study proves invaluable, and we highlight the facilitative role of a graphic recorder in ensuring optimal engagement and effective member-checking.

Empowering Medical Students by Facilitating Cardiopulmonary Resuscitation Training for Their Peer

Cardiopulmonary Resuscitation (CPR) training is an essential component of medical education, equipping students with life-saving skills to respond effectively in emergencies. Following a CPR training program, this study investigates the impact of medical students’ knowledge and confidence levels as they facilitate hands-on CPR sessions for their peers. Through a review of literature and empirical analysis, this research elucidates the benefits of peer-assisted learning in CPR education. Results indicate a significant improvement in both knowledge and confidence levels among facilitators following the CPR training program. Overall, the findings highlight the invaluable role of medical student facilitators in enhancing CPR training outcomes and fostering a culture of peer support and empowerment within the medical community. This study underscores the significance of integrating peer-assisted learning strategies into CPR education programs, providing medical students with opportunities for both personal and professional growth. By leveraging the expertise and enthusiasm of medical student facilitators, educators can enhance the effectiveness and sustainability of CPR training initiatives, ultimately contributing to improved patient outcomes and community resilience in emergencies.

Development and Implementation of a Family Presence Facilitator Curriculum for Interprofessional Use in Pediatric Medical Resuscitations.

Family presence during pediatric medical resuscitation has myriad benefits. However, there is significant heterogeneity in provider acceptance and implementation of the family support role. We designed this curriculum to teach all members of the health care team best practices in the Family Presence Facilitator (FPF) role during pediatric medical resuscitations. We applied Kern's six-step approach to develop an FPF curriculum comprising didactic and interactive elements, along with training for simulated participants. We implemented the curriculum through (a) live sessions (30-minute didactic or 90-minute workshop) for learners; (b) a 20-minute asynchronous version of the didactic curriculum for self-directed learning; and (c) a 1-hour, monthly, in situ simulation curriculum in a pediatric emergency department setting. Curriculum evaluation surveys queried self-reported engagement, satisfaction, relevance, confidence, commitment, knowledge, skills, and attitudes in a retrospective pre/post format. We collected data from 153 learners, including attendings, fellows, residents, advanced practice providers, medical students, and child life specialists, between October 2022 and September 2023. Only 22% of participants had received similar prior training. One hundred percent of learners found the curriculum enjoyable and engaging; learners also agreed the curriculum improved their knowledge and skills in providing empathetic and respectful communication (99%); nonspeculative, clear information (100%); and nonverbal support (99%). Of respondents, 100% believed the curriculum would improve the patient care experience. Facilitating family presence during pediatric medical resuscitations is a crucial skill. Our curriculum improves self-reported confidence, knowledge, and skills among interprofessional learners. Next steps include expanding this curriculum beyond the pediatric setting.

Accommodating Journalism in Authoritarian Political Regimes. The Interventionist and Loyal-Facilitator Roles in Cuba and Venezuela

ABSTRACT This study examines the relationship between accommodating journalism and journalistic roles in authoritarian regimes, focusing on Cuba and Venezuela. Through content analysis of news from influential media outlets in both countries, the study assesses professional roles including loyal facilitator, watchdog, civic, infotainment, service, and interventionist roles. In particular this study aims to measure the presence of the loyal-facilitator and interventionist roles in the media of Cuba and Venezuela; to explore potential differences between both countries; and to contrast whether media ownership influences the performance of interventionist and loyal facilitator roles. Findings show similar patterns, but they especially indicate significant differences between Cuba and Venezuela, with Cuban journalism showing higher prevalence of interventionist and loyal facilitator roles, while the other roles are more frequent in Venezuelan journalism. Media ownership can also influence the adoption of journalistic roles: while in Cuba accommodating discourses are not only dominant in state-owned media, in the case of Venezuela private and civil society media tend to show a more critical discourse compared to state-owned ones. These findings contribute to understanding journalistic roles in authoritarian regimes, supporting the existence of accommodating journalism in these contexts, but with a somewhat more independent journalism in Venezuela.

Two faces of holistic face processing: Facilitation and interference underlying part-whole and composite effects.

Holistic processing, a strong tendency to process multiple features together, is regarded as a hallmark of face perception. Holistic effects can be revealed by several tasks, including the part-whole task, standard composite task, and complete composite task. Although holistic effects are readily observed using these tasks, the lack of correlations among these effects and the mixed findings across these tasks when examining the effects among various populations or manipulations pose questions about how these effects should be understood. We distinguished facilitation and interference effects within the holistic effects in the complete composite task and found that the holistic effect in the part-whole task appeared to be correlated with facilitation but not interference in the complete composite task, whereas the holistic effect in the standard composite task was correlated with interference but not facilitation in the complete composite task. These findings suggest that clarifying the roles of facilitation and interference is critical for understanding holistic face processing.

Training community members to deliver an intervention for substance use disorder: Overcoming implementation barriers in American Indian communities

IntroductionAlthough American Indian and Alaska Native (AI/AN) people have high rates of abstinence from alcohol and other drugs, there also is evidence of greater rates of substance use disorders (SUDs) in Native communities. Health disparities associated with substance use are compounded by inadequate access to evidence-based treatments (EBTs). Lack of mental health providers is one notable barrier to EBT implementation in rural AI reservation communities. Our Indigenous Recovery Planning (IRP) intervention merges cultural lessons and culturally adapted relapse prevention strategies to facilitate SUD recovery in the reservation environment. One key implementation strategy is training non-specialist community-based facilitators to deliver IRP, thereby increasing its acceptability and sustainability. This manuscript reports the facilitator training, supervision, and fidelity monitoring procedures used in our ongoing clinical trial of IRP. MethodThe study recruited four AI non-specialist providers from the community to serve as IRP facilitators. Initial training involved an introductory motivational interviewing workshop followed by a 2-day workshop in the IRP curriculum. Then we conducted an open trial of the 6-week intervention with weekly supervision meetings as part of the facilitator training process. During the open trial we also assessed participant and facilitator receptivity to the IRP intervention and pilot tested our fidelity monitoring protocol. ResultsThe initial training workshops provided facilitators with information they needed to understand the rationale behind IRP and determine whether the facilitator role was a good fit; however, additional training and supervision during the open trial was needed to ensure proper treatment delivery. Although participant and facilitator feedback ratings were positive, the open trial helped us identify revisions needed to improve our approach to facilitator training, supervision, and fidelity monitoring. We revised these procedures, and also developed a protocol to train new facilitators who join the study midstream. ConclusionThe open trial was an important aspect of the facilitator training process and helped our team identify several areas of improvement. Our approach to training, supervising, and monitoring community member facilitators may serve as an example of how to overcome one barrier to implementing evidence-based SUD treatments in rural reservation communities with few mental health professionals.

대학 내 이공계 학생의 액션러닝 참여 경험에 관한 현상학적 연구

The purpose of this study is to gather the experiences of engineering and science students participating in action learning within universities and to explore the factors that indicate the support they require from these experiences. To achieve this objective, the phenomenological research method proposed by Colaizzi(1978) was employed to identify the common experiences of the participants. A purposive sampling method was utilized to select six engineering and science students who engaged in action learning as research participants. Data were collected through unstructured in-depth interviews, participant observation, and a thorough literature review. The results revealed three categories, ten theme clusters, and twenty-five themes. Based on the characteristics of engineering and science students identified through their action learning experiences, their support needs encompass 'a deficiency in communication skills', 'challenges associated with selecting manufacturing companies', 'an increased necessity for persuasion and study due to the specialization of their majors', and 'a discrepancy in perceived task difficulty between instructors and students'. The role of facilitators in addressing these needs was also examined.

Impact of organisational facilitators and perceived HR effectiveness on acceptance of AI-augmented HRM: an integrated TAM and TPB perspective

PurposeDrawing on the integrative perspective of the technology acceptance model (TAM) and theory of planned behaviour (TPB) and extending it further by examining the role of organisational facilitators and perceived HR effectiveness in this integrative perspective, we examine HR professionals’ AI-augmented HRM (HRM(AI)) acceptance in this research.Design/methodology/approachThe data (N=375) were collected from HR professionals working in different organisations in India. Structural equation modelling (SEM) was employed to analyse the data.FindingsThe results of the study suggest that along with organisational facilitator antecedents to the relevant components of both TAM and TPB, perceived HR effectiveness also enhanced the HRM(AI) acceptance levels of HR professionals.Practical implicationsThe research findings are expected to contribute to the understanding of the factors that influence the acceptance of AI-augmented HRM in organizations. The results may also help organisations to identify the facilitators that can enhance the adoption and implementation of AI-augmented HRM by HR professionals. Finally, the study provides a composite TAM-TPB theoretical framework that can guide future research on the acceptance of AI-augmented HRM.Originality/valueTo the best of our knowledge, this is one of the first attempts to factor in the effect of contextual factors (i.e. organisational facilitators and perceived HR effectiveness) in the TAM and TPB equations.

Abstract B159: Could cultural adaptation of nutrition education improve survivorship outcomes among African American/black women with reproductive cancers?

Abstract Background/Significance: Cancer epidemiological data suggest African American/Black women experience the lowest relative survival rate for reproductive cancers compared to other racial/ethnic groups, despite these cancers being most prevalent among White women. Findings from recent studies suggest contributors to these adverse outcomes include socio-cultural and lifestyle factors, including diet, physical activity, and smoking. As an intervention strategy, it has been recommended dietary changes may enhance overall health and survival among AA/B women with reproductive cancers. However, inequalities in access to nutritious foods and culturally and linguistically appropriate nutrition information may serve as an impediment to making healthy food choices. Methods: An environmental scan was conducted by reviewing peer reviewed literature and online nutrition information sources to identify available, easily accessible, culturally adapted nutrition education for AA/B reproductive cancer survivors. Focus groups with breast and endometrial cancer survivors will ensure to inform the development of culturally targeted nutritional programs for cancer survivors. Results: Our literature review reveals a growing body of evidence indicating the potential benefits of culturally adapted dietary modifications post-diagnosis for African American/Black women with reproductive cancers, suggesting improved outcomes. Notably, the review underscores the critical role of culturally relevant nutrition information, disseminated by culturally affiliated individuals, with technology playing a pivotal role in accessibility facilitation. This research study aims to clarify the barriers and facilitators encountered by African American/Black women in accessing culturally and linguistically appropriate information, thereby enhancing understanding of factors influencing cancer survivorship outcomes. Conclusion and Implications/Discussion: Seeking to improve the survivorship of reproductive cancers in AA/B women through enhanced dietary patterns, this study merges insights from a systematic literature review and an environmental scan. Offering a comprehensive understanding of available nutritional information for AA/B women. Recognizing both strengths and gaps in existing resources, our research serves as a foundation for developing or adapting culturally specific nutritional programs to improve survivorship outcomes for reproductive cancers. Anticipating that our findings will contribute to understanding barriers and facilitators in accessing culturally and linguistically appropriate information, we aim to enhance cancer survivorship outcomes for AA/B women. Acknowledgement of Funding: The project described was supported by Award Number CHERC-MSI-21-166-01-CHERC-MSI. from the American Cancer Society (ACS). The content is solely the responsibility of the authors and does not necessarily represent the official views of the ACS. Citation Format: Desiree Rivers, Zakirah L Abdul-Hameed. Could cultural adaptation of nutrition education improve survivorship outcomes among African American/black women with reproductive cancers? [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B159.

Exploring the path to promote energy revolution: Assessing the impact of new energy demonstration city construction on urban energy transition in China

Cities serve as the epicenter of energy consumption, and urban energy transition (UET) is a pivotal prerequisite for achieving carbon peaking and neutrality goals. Leveraging the quasi-natural experiment of China's New Energy Demonstration City Construction (NEDCC), this paper evaluates its impact on UET based on balanced panel data spanning 272 cities from 2006 to 2022. Employing the difference-in-differences model, our estimates underscore NEDCC's facilitative role in promoting UET, a finding corroborated by a series of robustness tests. Mechanism examinations reveal that NEDCC advances UET by enhancing government strategic guidance, fostering green technological innovation, promoting industrial structural upgrading, and optimizing resource allocation efficiency. Furthermore, in cities with higher administrative tiers and more advanced digital finance, NEDCC exerts a more pronounced effect on UET. Conversely, cities endowed with richer resources and pursuing more ambitious economic growth targets exhibit weaker responses to NEDCC's UET-boosting influence. Additionally, NEDCC's demonstration effect surpasses its diffusion effect on neighboring cities, generating a positive spatial spillover that propels their energy transitions. This study offers a novel policy lens for advancing UET.

Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry

Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.

The causes of changes in student positioning in group discussions using Polya’s problem-solving and <i>commognitive</i> approaches

This study aims to describe the causes of changes in student positioning during group discussions utilizing Polya’s problem-solving method and commognitive principles. The subjects of the study are mathematics education students from STKIP Taman Siswa Bima. Two groups were selected from 30 participants, each consisting of three individuals representing the roles of expert, facilitator, and novice. The research approach employed was qualitative exploratory. The findings indicate that changes in positioning were due to role shifts among group members, where group 1 changed from an initial positioning of EP1FP1NP1 to F’P1E’P1NP1, incorporating complete stages of Polya’s problem-solving process and commognitive components. Group 2 transitioned from EP2FP2NP2 to F’P2FP2NP2, reflecting an incomplete application of Polya’s problem-solving stages and commognitive components. Future research recommendations include examining how changes in student positioning occur in algebra problem-solving discussions using Polya’s problem-solving strategies and commognitive components, with a focus on individual student problem-solving within groups.

Parent Facilitation of Child Emotion Regulation in ASD: An Ecological Momentary Assessment Study.

Parents play a substantial role in their children's emotion regulation (ER) abilities. Children with autism spectrum disorder (ASD) often have difficulties regulating their emotions, which can manifest as externalizing behavioral issues. Parents of children with ASD facilitate their children's ER development in response to unique challenges and stressors, often developing resiliency but other times contributing to their children's dysregulation and behavioral challenges. It is unclear how much momentary stress attenuates parents' emotional facilitation of child ER and its effect on child behavioral functioning. Using an ecological momentary assessment approach, the current study explores this process by considering how parents of children with ASD facilitate child ER through (1) parent ER ability, (2) emotion socialization style, and (3) expressed emotion. Multilevel models explored the relative influences of parent ER facilitation on the association between momentary parent stress and behavioral intensity. Results suggest that parent ER abilities and specific emotion socialization styles interact with momentary parent stress and child behavior, whereas emotional climate of the home impacts child behavior more directly. The role of parent ER facilitation in the context of parent stress and children with ASD and behavioral problems is complex and multifaceted. Implications for further supporting children's emotional development via parent involvement are discussed.

A hypothalamus-lateral periaqueductal gray GABAergic neural projection facilitates arousal following sevoflurane anesthesia in mice.

The lateral hypothalamus (LHA) is an evolutionarily conserved structure that regulates basic functions of an organism, particularly wakefulness. To clarify the function of LHAGABA neurons and their projections on regulating general anesthesia is crucial for understanding the excitatory and inhibitory effects of anesthetics on the brain. The aim of the present study is to investigate whether LHAGABA neurons play either an inhibitory or a facilitatory role in sevoflurane-induced anesthetic arousal regulation. We used fiber photometry and immunofluorescence staining to monitor changes in neuronal activity during sevoflurane anesthesia. Opto-/chemogenetic modulations were employed to study the effect of neurocircuit modulations during the anesthesia. Anterograde tracing was used to identify a GABAergic projection from the LHA to a periaqueductal gray (PAG) subregion. c-Fos staining showed that LHAGABA activity was inhibited by induction of sevoflurane anesthesia. Anterograde tracing revealed that LHAGABA neurons project to multiple arousal-associated brain areas, with the lateral periaqueductal gray (LPAG) being one of the dense projection areas. Optogenetic experiments showed that activation of LHAGABA neurons and their downstream target LPAG reduced the burst suppression ratio (BSR) during continuous sevoflurane anesthesia. Chemogenetic experiments showed that activation of LHAGABA and its projection to LPAG neurons prolonged the anesthetic induction time and promoted wakefulness. In summary, we show that an inhibitory projection from LHAGABA to LPAGGABA neurons promotes arousal from sevoflurane-induced loss of consciousness, suggesting a complex control of wakefulness through intimate interactions between long-range connections.

Flowering phenology patterns promotes pollination facilitation in coexisting Anthurium species from a mountain forest in Colombia

AbstractCo-flowering congeneric plant species may either experience competition for the services of shared pollinators or facilitation when together, they attract a higher number and diversity of pollinators. In this study, we evaluate whether temporal segregation in flowering time and temporal partition of shared pollinators operate among sympatric Anthurium species as mechanisms to reduce competition to attract potential pollinators. We investigated flowering phenology, the intra-e interspecific synchrony, and the composition of the flower visitor community of seven coexisting Anthurium species biweekly for a whole year in Native and Pine forests. We also analyzed the structure of Anthurium -flower visitor networks and the functional role of species. Flowering was continuous thorough the year for most Anthurium species, but their flowering peaks were segregated significantly in time. Although the flowering periods of these species overlapped, flower visitor communities were very dissimilar among Anthurium species, sharing only a tiny fraction of insects that function as connectors among species in the network. The partition of potential pollinators in a fine temporal scale occurred through the rewiring of shared flower visitors to the most abundant flowering Anthurium species. On the other hand, a high number of inflorescences attracted larger abundance and richness of insect visitors. Facilitation occurred almost throughout the year, while competition occurred during the flowering peak, where a particular species was the best competitor increasing the constancy of pollinators. This study highlights the role of facilitation and competition as mechanisms that together shape the use of potential pollinator resources between sympatric congeneric plant species.

Skills and Roles of Teachers in 21st Century Teaching: Basis for Professional Development Plan

Enhancing teachers' and students' 21st-century skills is a valuable goal. This study explores the skills and roles of teachers in 21st-century education across three community colleges: Opol, Tagoloan, and Salay, during the 2023-2024 academic year. The research investigates the relationship between teachers' skills and their roles in modern education and examines differences based on the respondents' profiles. The study involved 255 teachers from local government-run colleges in Misamis Oriental, using a validated questionnaire and a mixed-methods descriptive approach. Statistical analyses included mean, standard deviation, ANOVA, and correlation tests. The results revealed that most participants held units in master's degrees, with communication skills rated highest. The role of facilitator emerged as the most prominent in 21st-century teaching. Notably, creative thinking, critical thinking, collaboration, and communication skills significantly correlated with teachers' roles. Characteristics such as age and position also influenced their skills and roles. The study emphasized Deci and Ryan’s theory, Vygotsky’s zone of proximal development, and ICT integration to address the complexity of modern teaching. In conclusion, community college teachers are eager to adopt 21st-century teaching skills. It is recommended to encourage faculty to complete graduate studies, model critical thinking, recognize teachers' efforts, create engaging environments, retrain senior teachers, and support their well-being through seminars and workshops.

The Role and Challenges of Teachers in the Implementation of the Independent Curriculum

This study analyzes the role and challenges of teachers in the implementation of the Independent Curriculum in elementary schools and identifies strategic steps to support the success of this curriculum. Qualitative research methods with the type of literature study are used to collect and analyze data from relevant literature through content analysis methods. The findings of the study show that although the Independent Curriculum offers a more flexible and student-centered approach, its implementation faces significant challenges. These challenges include a lack of in-depth understanding of curriculum concepts, limited resources and facilities, high administrative burdens, cultural challenges, and the need for ongoing support and training. Teachers play the role of facilitators, curriculum developers, evaluators, and agents of change in education. To address these challenges, systematic support from the government and stakeholders and ongoing training for teachers are needed. This study emphasizes the importance of teacher competence in the successful implementation of the Independent Curriculum and provides recommendations to improve the quality of education in Indonesia.