Skills-based Approach Research Articles

Rewriting the Future

This food-for-thought paper challenges traditional paradigms and proposes a metamodern framework for redefining the optics on the role of education in society, advocating for a new social contract rooted in shared values, inclusivity, and interdisciplinary collaboration. How can we democratize higher education and empower individuals to navigate the uncertainties of the 21st century? Is moving beyond fragmented knowledge and fostering skills-based education truly beneficial? Moving beyond postmodern fragmentation, metamodernism emphasizes cooperation and holistic development, presenting a blueprint for transforming society by bridging individual agency and collective progress. The Inner Development Goals (IDG) promotes skills-based and humanity-focused leadership that addresses the inner and outer dimensions of sustainable development. This transformative skills-based approach to leadership encourages educators and institutions to embrace complexity and ambiguity, preparing future leaders to leverage inherited chaos for meaningful change. This approach challenges traditional paradigms and calls for a dynamic interplay that aligns with the metamodern ethos.

Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests

AbstractGlobal trends suggest that teaching writing focuses on a skills-based approach to preparing children for high-stakes standardised tests. In the early years, teachers are grappling with finding a better balance between preparing children for such tests and satisfying their sense of pedagogic responsibility to teach them to become joyful, creative writers. This paper explores an Australian Preparatory teacher’s teaching of writing framed by the pedagogic framework LAUNCH. Using video and audio recordings, as well as children-made artefacts, the paper considers the impact of this framework on the writing experiences of fourteen five- and six-year-old children. Basil Bernstein’s visible and invisible pedagogies provide the theoretical frame. Findings assert that a pedagogic mix allows early years teachers to teach children to be skilled and confident writers while nurturing their imaginations and creativity. This is significant given that current debates around children’s writing experiences are often tied to high-stakes, standardised test-based writing.

A Skills-Based Approach for Building Resiliency in Medical Students.

A Skills-Based Approach for Building Resiliency in Medical Students.

Perceived skill outcomes among coursework and research graduates and evolution over time

ABSTRACT This study explores perceived skill outcomes among graduates of 39 Australian higher education institutions in the short- to medium-term after course completion. While acknowledging important dimensions of graduate employability beyond the skills-based approach, we investigated graduate perspectives on their industry-relevant skill outcomes from university, in preparation for employment. Using national data, we build on earlier research by examining the viewpoints of 24,044 research and coursework graduates, at all levels, at six months and three years post-graduation. We found that as graduates progressed in their careers, perceived skill outcomes from university became less favourable, particularly among coursework graduates. Further, we observed differing perceptions among student groups, emphasising the potential learning gain for non-traditional student groups participating in skill-related interventions, such as work-integrated learning, and the need to design activities which cater to differing needs and are accessible by all. The study highlights how exploring graduate perspectives into the longer term can develop our understanding of the value of university education for enhancing skills and identifying potential areas for curriculum review.

A Pilot Sexual Device Adaptation Project for Occupational Therapy Students: A Skills-Based Approach to Teaching Sexual Activity as an ADL Through Assistive Technology

A Pilot Sexual Device Adaptation Project for Occupational Therapy Students: A Skills-Based Approach to Teaching Sexual Activity as an ADL Through Assistive Technology

The Effect of Metacognitive Reflective Tools on Historical Writing Ability and Self-Efficacy

Previous research has revealed that students typically struggle with analytical writing, particularly if it deviates from the commonly taught “writing structure” (Murphree, 2014). This struggle is frequently coupled with a lack of understanding of course content materials, or the often-ambiguous nature of analysis in writing, which students typically do not encounter in a structured, standards-based classroom. The pressure surrounding these writing struggles is seemingly amplified in a rigorous, high-performing dual-enrollment high school setting where students are required to demonstrate proficiency in analytical ability and argumentative writing prior to their 10th grade year. This study aims to develop a more comprehensive model to teaching analytical writing by implementing a combination of a skills-based approach and an approach that promotes self-efficacy and meta-cognitive reflection. This combination seeks to not only alleviate anxiety and lack of confidence in the writing process, but also equip students with tools that can increase the accuracy of self-assessment and overall writing scores. The effect of metacognitive tools on student analytical writing in this study is measured primarily through student performance on a series of AP World History-style Document Based Question (DBQ) essays and academic confidence self-evaluation surveys. Data consists of outcomes from one baseline DBQ (prior to supplemental instruction) and outcomes from two DBQ essays after direct instruction of three metacognitive tools and the introduction of a series of surveys designed to promote self-efficacy. Each measure was cross analyzed based on the introduction of a series of three metacognitive strategies to aid in writing DBQs (Pre-write Graphic Organizer, Formatting Guide, and Peer Evaluation Tool) and compared to the baseline scores collected after the pre-intervention DBQ Assessment. Preliminary results indicate that average student confidence, as measured by self-efficacy surveys prior to each DBQ writing assignment, rose over time, with content-based confidence and overall DBQ scoring confidence exhibiting the greatest change. Students initially demonstrated a period of “false confidence” during their baseline assessment, followed by a dip (lack of confidence) and rise (increasing confidence) correlating with increased accuracy in scoring as time progressed. Students’ ability to accurately predict their success on the DBQ rubric increased over time. However, the greatest improvement in this metacognitive skill can be observed in areas related to content knowledge.

Contribution of the Skills-Based Approach to Teaching Students in Lower Secondary Schools and on Poverty Reduction After COVID-19 Disruptions in Communities in Jinja North Division, Uganda

The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners.

Comparative Analysis of G30S PKI Materials in High School History Textbooks

This study aims to compare the material of the 30 September Movement (G30S) PKI in textbooks between the 1994 Curriculum by I Wayan Badrika and the 1994 Curriculum Perfected Based on the 1999 GBPP Supplement by Siti Waridah et al. This research was conducted to understand the differences in the presentation of material, points of view, and learning approaches used in the two curricula. The content analysis method was used to analyze the G30S PKI material in the textbooks used in both curricula. The results of this study show significant differences in the presentation of PKI G30S material between the 1994 Curriculum and the 1994 Curriculum Refined Through the 1999 GBPP Supplement. Differences were found in the material's content, where the 1994 Curriculum placed more emphasis on certain aspects of the PKI G30S events, while the 1994 Curriculum Refined Through GBPP 1999 Supplements has more comprehensive information. In addition, there are differences in viewpoints and interpretations of the event, with the 1994 Curriculum Enhanced Through GBPP Supplements 1999 showing a more inclusive and critical approach. The research also highlights a change in learning approaches, where the 1994 Curriculum Refined Through GBPP 1999 Supplements adopted a more active, participatory, and skills-based approach. In contrast, the 1994 Curriculum tended to use a more authoritative approach. In addition, this study shows changes in public responses to the presentation of PKI G30S material, reflecting changes in social values and views. The results of this study have important implications for developing a more objective and inclusive history curriculum.

Building the Character of Science Students through Innovative Learning Based on Process Skills During the Covid-19 Pandemic

The aim of this research is to describe student character through innovative learning based on process skills in class IX of Jambi Medan Private High School during the Covid-19 pandemic. This research is qualitative research, the research subjects were 34 students in class IX of Jambi Medan Private High School. Data collection techniques were obtained through interviews and questionnaires. The research results show that the science learning process in class IX of Jambi Medan Private High School during the Covid-19 pandemic was carried out offline using a shift system by applying a discovery learning model with a process skills-based approach and combined with several learning methods of mind mapping, group discussions, questions and answers and assignments. Student participation in learning during the Covid-19 pandemic was good. Students participate actively in the learning process. Assessment of student learning outcomes reaches the Minimum Completeness Criteria (KKM).

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

PurposeThis study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.Design/methodology/approachThis paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.FindingsThis study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.Originality/valueThe paper evidences fully unique, primary research.

Developing as a writer: PhD researchers’ evolving perspectives within a writing program

ABSTRACT Writing is central to PhD work, though often a source of challenge, given the dissertation is the basis for the award of the degree. Universities may offer writing workshops, but these frequently take a remedial, skills-based approach: writing as something to fix rather than a developmental life-learning process of gaining confidence and fluency as a writer. In this study, we report the design of an eight-month writing program premised on a developmental approach and the longitudinal assessment of participants’ journeys. Participants incorporated many elements of the developmental approach, including goal setting and review, metacognitive talk about their writing, valuing others’ perspectives, and viewing writing challenges as shared. Most, but not all, developed a broader understanding of learning to write as an exploratory learning process. Finally, the data collection and analysis structure proved productive, not just for the inquiry, but also formatively during the program – both for the participants and facilitators.

Behaviour change, the itchy spot of healthcare quality improvement: How can psychology theory and skills help to scratch the itch?

Despite the clear utility and transferability, National Health Service (NHS) quality improvement initiatives have yet to benefit fully from what is already known within health psychology. Thus far, evidence from established, seminal behaviour change theory and practice have been ignored in favour of newly developed models and frameworks. Further, whilst there is a growing interest in what is commonly referred to as 'human factors' of change and improvement, there is scant transferability of known psychologically informed implementation skills into routine NHS Improvement practice. The science and practice of healthcare improvement is growing, and the behaviour change aspect is critical to sustainable outcomes. Therefore, this paper offers practical guidance on how seminal psychological behaviour change theory and motivational interviewing (a person-centred skills-based approach specifically developed to support people through change) can be combined to better address individual and organisational change within a healthcare improvement context.

Skills-based approach and learning outcomes' determinants in West Africa

This paper analyses skills-based approach implementation effect on learning outcomes in West Africa. Its expansion was made under multiple goals, including skills improvements, which are related to innovation and productivity in economic literature. However, few works have been devoted to its effect evaluation on pupils' outcomes at primary education level. Moreover, the economic analysis has little to say about its contribution to learning quality. To achieve this goal, we estimate a two-level hierarchical linear model where endogeneity bias is corrected by Mundlak estimator adaptation to multilevel data. Our results show the skills-based approach negative impact on achievements, but also, learning disparities related to pupil gender, school location and type, while some institutional factor and family background positively influence student's outcomes.

Skills-based approach and learning outcomes' determinants in West Africa

Skills-based approach and learning outcomes' determinants in West Africa

Information Literacy is a Social Practice

The field of information literacy (IL) suffers from a gap between theory and practice, meaning that librarians, as practitioners, do not adequately use and apply the theory of information science in their work (Hider et al., 2019; Julien et al., 2013; Nguyen & Hider, 2018). Specifically, IL is theorized as a social practice, yet practitioners appear to adopt a skills-based approach to IL. As an answer to this theory-to-practice gap, a grounded theory study found that seeing information literacy as a social practice is a threshold concept for academic instruction librarians. This dissertation study employed focus groups and semi structured solicited diary prompts to explore the fit of this threshold concept with the experiences of academic librarians.
 The central research question for this study was: To what extent, if any, does the proposed threshold concept describe librarians’ beliefs about information literacy as a social practice? Qualitative content analysis of the focus group transcripts and the diary entries found that the threshold concept required a slight revision in order to accurately describe librarians’ beliefs about information literacy as a social practice. Where the initial version of the threshold concept had one arrow indicating "tensions" that prevent librarians from teaching IL as a social practice, the revised version contains an opposing arrow indicating "supports" that help librarians to deliver IL from a social practice standpoint. The role of skills and practices in IL instruction were investigated. Findings from this study have implications for LIS educators, library administrators, and practicing academic instruction librarians.

The Gongfu Approach to Teaching and Doing Chinese Philosophy across Cultures

This paper introduces a method of doing and teaching East Asian philosophy transculturally. The method underlies a pedagogy that has proven successful with students from diverse international backgrounds studying primarily in English, which suggests its potential for the wider scholarly community. The method centres on the practice, or gongfu, of doing philosophy with classical Chinese texts. The gongfu approach emphasizes the skill of interpreting and analysing texts within the context of the traditional works themselves. We have found that this skills-based approach to analysis bears much philosophical fruit. It does so, moreover, without subordinating the texts, their ideas, and their arguments to other more academically predominant frameworks. Or in more positive terms, it allows and encourages students to critically philosophize with the early Confucian and Daoist texts on their own terms, and to then creatively bring those unique insights and perspectives to bear on contemporary life. This paper first introduces the gongfu approach to doing and teaching Chinese philosophy and its distinctive characteristics. It then contextualizes the value of this method through critically examining the nature of Chinese philosophy and how we can do Chinese philosophy in English. (How Chinese is it, and in what ways?) Throughout I offer short case studies from our program. I conclude by highlighting its promise as a mode (or valuable component) of transcultural philosophizing and briefly reflect on some reservations one might have.

Developing students’ professional identities through work integrated learning: ‘small story’ research from an ethnographic perspective

ABSTRACT In order to prepare students for their future professional life, research has shifted from a skills-based approach to one that centres on their socio-cultural resources. In particular, how they evaluate their ‘social and cultural capital’, in relation to their developing professional identities, and how this can be facilitated through work-integrated learning (WIL), based on students’ initial forays into the labour market whilst still engaged with their studies. To date much research in this area has drawn on quantitative data, i.e. student surveys and questionnaires, although there has been a call for thicker descriptions based on a narrative approach. This article therefore proposes extending this research based on a ‘small story’ analytical perspective on data that emerges through student interviews and suggests ways it might enrich work-integrated learning approaches. Drawing on findings from initial research, it is argued that further similar ‘small story’ research might explore how students dialogically engage and evaluate their capital in a WIL context; evaluating the capital they see as being relevant from their initial work experience, among which the norms, values, and beliefs developed through professional socialisation, and comparing and contrasting that with what they find in the classroom.

Developing media and information literacy competencies: a case study in rural schools in Yunnan Province, China

ABSTRACT Applying a skills-based approach to media and information literacy (MIL), this study explores the MIL competencies of teachers in multi-ethnic schools in Yunnan Province, China. A focus group approach was used. Results showed: (1) teachers have limited access to media and information technologies; (2) teachers do not show much of an understanding of the principles and theories of media and information technology; (3) teachers lack basic knowledge and technology proficiency to evaluate and critically analyze media; (4) content creation is limited. MIL competencies are limited by a variety of cultural, structural, organizational, and technological constraints. It has suggested the government to be aware of the importance of MIL education and equip teachers and students with MIL competencies to enable them to co-construct independent life-long learning skills.

International approaches to writing instruction: a comparison of curriculum in Australia and the USA

Being literate empowers individuals to be active citizens and enhances individuals self-esteem, self-confidence, and independence. In today’s society, literacy requires much more than alphabetic knowledge. Curriculum documents provide content knowledge for teachers to refer to as they assess and plan for the learning needs of their students. However, they also have embedded within them particular views on what is to be taught and how to teach writing. In this paper, we analyse how the teaching and learning of writing is represented in the official (intended) English curriculum standards of the USA, the state of Virginia, and Australia, in New South Wales. Using content analysis, we analysed the standards for the approach/es explicitly or implicitly embedded in the writing standards. We found that a skills-based approach was the dominant discourse in both US and Australian intended curricula. A process approach was present much more in the Virginia standards than NSW, while a genre approach was more prominent in NSW curricula than Virginia. The creative and critical approaches were less present in both countries. We acknowledge that the enacted curriculum may differ to that of the intended official curriculum as teachers bring their own interpretations to the official curriculum documents.

Basic Skills in Higher Education: An Analysis of Attributed Importance.

Today, the skills-based approach is increasingly in demand by companies due, in large part, to the fact that it favors the management of human resources by focusing on individual capabilities; which, finally, improves the job profile of a company. As a result, choosing the right candidates has become increasingly selective. Universities, therefore, need to teach skills to improve the incorporation of graduates into the workplace making it as successful as possible. For this reason, it is of special relevance to know if college students consider that the acquisition of skills is key for their incorporation into the workplace. The main objective of this study was to analyze and compare the importance assigned to the acquisition of basic skills in the university education of 694 students studying four different bachelor degrees: pedagogy, early childhood education, primary education, and psychology. For this purpose, a Likert-type questionnaire on basic skills was distributed with four possible options and the following five dimensions that grouped basic skills: organizational and planning capacity; access to information sources; analysis and synthesis of texts, situations, and people; teamwork; and problem solving. The results show that as a whole all students across different bachelor degrees gave a high score to the acquisition of basic skills, with early childhood education students giving it greater importance compared to the students from other disciplines and, more specifically, differences were observed in some dimensions depending on the bachelor degree that they have started.