Competence Of Students Research Articles

Improve the Capacity of Regular Pedagogical Professional Training for Students of Preschool Education According to the Competency-Based Approach at Vinh University

Pedagogical training is the process of forming and training core pedagogical competencies for students, contributing to the formation of qualities and abilities for future teachers. Consistently enhancing the pedagogical skills of preschool education students can foster their professional capacity and equip them for successful careers. This approach also provides lecturers with more teaching experience and opportunities for professional growth. The connection and cooperation between the school and other units can lead to significant improvements in the quality of our educational programs.

Web-Based Nursing Care Documentation for Students to Support Online Learning

Nursing care is the most critical element in nursing services, which aims to improve the patient’s health status. Ineffective and inefficient care documentation can impact the quality of nursing services. However, the increasingly advanced development of technology provides freedom for the health world to improve the quality of patient-centered services. Educational institutions have also used information technology in learning process activities. As prospective health professionals, students must be equipped with competencies to support their performance. In this study, a web-based nursing care information system was developed to assist students in documenting care activities. The website application was designed to increase student competency in nursing documentation activities to provide high-quality nursing services even though learning is online. The waterfall model approach was used in application design. The design stage started with analyzing application requirements, followed by system design and coding. Next, using a Likert-scale questionnaire, a usability test was performed on 15 beta users to assess the functionality of the application. The results showed that the nursing care website application was easy to use and that students felt satisfied. It is hoped that the website application can be made more attractive by including a decisional support system to make it easier for students to enforce nursing diagnoses on patients.

Educational and professional task as a means of assessing the professional competencies of IT students based on the requirements of employers

One of the most important tasks of higher education under digitalization of all spheres of economy and society is training specialists in IT (including specialists in web development) who are in demand in the labor market. To address this task successfully, it is necessary to have close interaction between universities and employers at all stages of the implementation of basic professional educational programs from their creation to the assessment of the formation of professional competencies.The article is focused on the current problem of choosing and designing effective tools for assessing professional competencies of IT students within the framework of advanced training in web development. The article carries out an analysis of psychological and pedagogical literature in order to determine the optimal means of assessing professional competencies of students. The use of educational professional tasks as a means of modeling the professional activity of a graduate and evaluating the educational results of the university study process is substantiated. It is substantiated that employers gain a special role in the design and implementation of educational programs, including the formation of the repertory and content of educational professional tasks and so the necessity of employers’ representatives’ participation in the process of assessing the development level of professional competencies is explained.

Formative Research in the Digital Context and Academic Competence in their Academic Works of University Students

Traditional teaching methodologies, such as lectures, are not the most effective in improving students' academic competence. However, through learning through formative research and the use of educational technologies, university students can better develop their academic competencies. The objective of this article was to determine the relationship between formative research in the context of dynamic digital technology and the academic competence of students at the Universidad Nacional del Altiplano in Peru. The methodology used was quantitative, cross-sectional and correlational. A survey was applied in the three areas of professional training, such as: social sciences, biomedical and engineering, to a representative sample of 382 students of both sexes, out of a population of 17,000 students. The findings of the research revealed a moderate positive relationship (r = 0.469), with a significance level of (p value = 0.00 < 0.05). This indicates that formative research, using various dynamic didactic techniques, is directly related to the academic competence of students in the elaboration of their academic works.

Impact of a National Virtual Oncology Course on Medical Student Competency and Interest in Oncology.

Globally, surveys have identified that medical learners of all levels perceive their oncology instruction to be inadequate. To address these gaps, we systematically developed and implemented the Oncology National Course for Advocacy, Research, and Education (ONCARE), a novel, nationally organized virtual course available to all Canadian medical students and evaluated its impact on oncology competency and interest. ONCARE was designed utilizing Kern's Six-Step Model for Curriculum Development. Components of ONCARE included lectures, career panels, and a mentorship program. Pre-course and post-course survey responses were collected to determine course impact on oncology knowledge and interest. Between October 2023 and March 2024, ONCARE enrolled 235 students representing 14 Canadian medical schools. One hundred forty (60%) students enrolled reported having only 0 to 10h of formal oncology instruction. Baseline interest in a career in oncology was high (mean Likert score 3.9/5) and remained unchanged following course completion. ONCARE increased both self-perceived knowledge in clinical oncology (mean Likert score 3.9/5 vs 2.9/5, p < 0.001) and confidence in oncology communication skills (mean Likert score 3.6/5 vs 3.1/5, p < 0.001). Ninety-seven percent of students were satisfied with the course (mean Likert score 4.6/5). The implementation of ONCARE as a proof-of-concept initiative builds upon previous educational interventions in oncology and highlights important principles for the development of related initiatives. Future work will target greater interdisciplinary and multinational collaboration as well as long-term follow-up of the ONCARE cohort.

Building search and analytical competences of master’s students for scientific reviewing

Today, scientific reviewing is not the area of strength of Russian researchers. In many ways, it is due to the lack of research competences taught to the graduate students, and, in particular, search and analytical competences that correspond to the active-operational component of the competence. To overcome this shortcoming, the authors have developed and tested an approach to selecting publications for scientific reviewing. The approach comprises five steps: selecting the starting sample, its expansion, truncation, analysis, and final selection. The pedagogical experiment accomplished with the small groups demonstrated significant increase in the level of research competences in the master’s students who took the specialized course Science Communication based on the above approach. The course resulted in increased competences essential for effective search and analysis of scientific information. Further implementation of the method will improve the educational environment for building research competences in graduate students.

Enhancement of Innovation Competence of College Students Majoring in Mathematics Education through Curriculum Optimization

The innovation competence of K-12 education teachers undoubtedly plays a crucial role in fostering the innovation abilities of their students. K-12 mathematics education equips students with the critical thinking and problem-solving skills essential for their future studies in colleges and universities, helping them grasp complex techniques to address challenges in everyday life and their careers. Therefore, it is of great significance to study strategies for improving the innovation competence of college students majoring in Mathematics Education, as they will likely become K-12 education mathematics teachers directly after graduating from colleges or universities. In this paper, we study strategies for enhancing the innovation competence of college students majoring in Mathematics Education through curriculum optimization. We analyze and explain in detail the importance of innovation competence for college students majoring in Mathematics Education and the difficulties encountered in enhancing college students’ innovation competence. With the help of the analysis of the importance and challenges of enhancing college students’ innovation competence, we propose several strategies to improve the innovation competence of college students majoring in Mathematics Education based on curriculum optimization. The findings presented in this paper can be applied to develop strategies for college students majoring in Physics and Chemistry Education.

Integration of Personal Safety in Students Training on the Specialty “Civil Safety” at Technical Institutions of Higher Education

Security is considered a legitimate goal of every society. In recent years of the pandemic and then the war in Ukraine, the issue of the security paradigm has become particularly relevant. It prompts a revision of conceptual approaches to the formation of human personal security competencies and especially the mechanisms and ways of ensuring it in society and the state in the present conditions. Therefore, in theory, national and international security concepts are being developed, and more recently, individual, social, and global security. This indicates, among other things, a significant expansion of new dimensions of security when political independence, territorial integrity, and viability of the country, as well as the survival and development of its inhabitants, are at stake. Security in itself should have the status of a fundamental human right. Many publicly discussed security issues are related to technical solutions. Debates are underway not only about society's attitude to security, but also about what research and for what purpose it is conducting or has conducted in this direction. This also applies to the educational environment. The article defines and substantiates the principles of the formation of personal safety of students, provides an essential characteristic of the pedagogical process of formation of personal safety of students, considers the technology of formation of personal safety of students based on the competence approach, reveals the content of the competences of the individual in the sphere of life safety. The purpose of this article is to study the process of forming the personal safety of students in the system of professional education in higher technical institutions of a technical profile. The methodology on which the research is grounded is based on the methodological principles of systematicity and an interdisciplinary approach and includes the use of a complex of general scientific methods, namely explanation, comparison, classification, generalization, and systematization. Based on them, a model of forming students' competencies in the life safety field was built. Within the framework of our research, the following results were achieved: the views of scientists on the issue of the formation of security competencies among students in the new context of the construction of Ukrainian society in conditions of war were summarized; the principles of forming students' personal safety based on the competence approach are substantiated; tasks for the development of students' competencies in the field of life safety are formulated; a structural model of students' competencies and the process of their formation in the field of life safety was built. The conclusions allow us to state that the problem of security is complex and multifaceted, since conflicts, wars or unstable state structures often have not only local significance, but also global consequences due to a closely interconnected and globalized world. The formation of personal safety competencies in students as future specialists is important as a basis for self-preservation, self-development and self-improvement. For this purpose, educational professional programs of technical universities should include fundamental educational disciplines that will ensure the development of worldview principles of life safety and determine generally accepted safety needs and generally recognized safety mechanisms.

EMOTIONAL AND COGNITIVE INDICATORS IN DRAWINGS OF CHILDREN WITH SPECIAL NEEDS: A PICTURE ANALYSIS STUDY

Pictures contain important clues about how children perceive their own world, their environment and the events they experience, how they position themselves and how they externalize. This externalization event is used as a tool to express sadness, fear, anxiety, worry or the opposite feelings such as peace, happiness, joy, love, belonging, etc., especially in individuals with special needs who cannot or do not want to express themselves verbally. Pictures of individuals with special needs are also considered as an expression of the feelings of individuals with special needs and contain important details about personality development. These pictures written by students with special needs also provide important clues about the mental development and competence of students with special needs. This study was conducted with a total of 25 children with special needs who attend a special education school and whose age range varies between 4 and 12 years. The application with children with special needs, 10 of whom are girls and 15 of whom are boys, and included in this study, covered a period of 20 weeks, and the pictures collected from children with special needs were evaluated with the semiotic analysis method.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0731/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Competencies of Using Computers in Teaching: An Evaluative Study on Students of the Faculty of Education, Sohag University

This study aimed to assess the competencies of Sohag University’s Faculty of Education students in computer-based teaching competencies, employing a descriptive-analytical approach and a questionnaire covering eight core areas: the role of computers in education, information technology skills, integration of computers in teaching, use of the internet and email for instruction, operation of Windows OS, utilization of presentation software, spreadsheets, and word processing tools. A cognitive achievement test was also developed to measure students’ knowledge in these areas, with a sample comprising 235 students from both scientific and literary disciplines. The findings revealed varied student perceptions regarding the impact of their academic studies on developing computer-based teaching skills, with statistically significant differences (p ≤ 0.01) favoring scientific students over literary students in both their questionnaire responses and test performance. Additionally, students generally exhibited low competency scores on the test, highlighting the need for enhanced focus on practical skill development. A positive correlation (r = 0.26) was also identified between literary students' questionnaire responses and their test performance, statistically significant at the 0.01 level, underscoring the importance of bridging the gap between theoretical knowledge and practical application.

Examining the Relationship Between Student Online Learning Readiness and Their Satisfaction on Distance Learning.

Assessing Student's Online Learning Readiness is among the critical factors that help higher education institutions to achieve their goals. However, majority of these studies were conducted in western countries. Thus, the current research aimed to examine the relationship between Student's Online Learning Readiness (SOLR) constructs and their satisfaction on distance learning in the higher education institutions in the United Arab Emirates (UAE) context. A quantitative research methodology was used to answer the research question. The questionnaire was distributed among 621 students. SPSS software was used to examine the preliminary data, while SmartPLS software was used for the measurement model and hypotheses. Statistical analysis indicated that there was a positive relationship between satisfaction on distance learning and the following constructs of Student Online Learning Readiness: 1) Technical competencies, 2) Communication competencies, and 3) Social competencies with instructor. While there was no relationship between satisfaction and the following constructs of Student Online Learning Readiness: 1) Social competencies with classmates, and 2) Self-directed learning. The findings extended both student e-learning readiness and satisfaction literature, and supported the applicability of western models such as the Student Online Learning Readiness model developed in the United States in higher education institutions in not often examined contexts such as the UAE. Furthermore, the achieved result extended Yu and Richardson’s (2015) model by examining the impact of self-directed learning as additional construct to overcome the limitation of the used model. Concerning contextual contribution, this research is among the first studies to examine this relationship in the UAE context, which can help decision-makers to understand the significance of investment in student experience and the overall role of student's different competencies on achieving outputs such as their satisfaction with distance learning. With regards to managerial implications, this study confirms the need for implementing national level strategy to identify and enhance human capital required competencies and skills which could help students in the short and long term to achieve the required objectives.

Study of pragmatic analysis of literature on the development of ELT students’ receptive and productive skills: A case of North Cyprus

Language serves as a mirror reflecting our understanding of the world and mirrors the world of literature. Pragmatics extends beyond mere literal interpretation, delving into comprehending subtle implications, varying expressions and lexical ambiguities. This deepens our exploration and appreciation of the world of literature. It is worth investigating whether pragmatic instruction can improve students' language awareness and competence. To this end, a quasi-experimental study involving the students of two English language teaching (ELT) classes was conducted to determine whether pragmatic treatment could enhance students' comprehension skills and to identify how effectively the pragmatic understanding of literature through Shakespeare's language could aid the development of receptive and productive skills in ELT students. Participants took two pre-tests: multiple-choice discourse completion task (MCDCT) and discourse completion task (DCT) based on Othello. After the treatment, the same tests were administered as post-tests. Results showed that the experimental group outperformed the control group in comprehension skills. Cohen's D effect size calculation confirmed the practical usefulness of the treatment and the significant difference between the two groups. The study concludes that pragmatic training using literary texts contributes to developing ELT students' pragmatic competence.

Principles of Teachers’ Multicultural Competences Development in the Art Cycle Disciplines

Multicultural competencies in education refer to the knowledge, skills, and attitudes that enable teachers to effectively engage with students from diverse cultural backgrounds. In the context of art cycle disciplines, these competencies are particularly significant because art, in its various forms, is a powerful medium for expressing cultural identities, values, and traditions. Educators with strong multicultural competencies can help students appreciate and understand the rich tapestry of global cultures, fostering respect and empathy in the classroom. The article aims to determine the methodological principles of the development of multicultural competencies of teachers in the disciplines of the art cycle, how to develop multicultural competencies for students in the modern world, and prepare them for practical activities in the future. The methodology involves a systematic approach, which provides: a comprehensive literature review, defining research questions and hypotheses; outlines the general strategy of the research; an in-depth analysis of individual practices of developing the multicultural competence for teachers in the disciplines of the art cycle oriented to international/global projects such as "One Belt, One Road"; selection of successful practices for imitation and adoption (implementation); data analysis; conclusions and recommendations. Results. Art cycle disciplines explore the role of culture in personality development, emphasising the need for the constant development of students’ worldviews and the search for methods to prepare for multicultural competence development. By prioritising students’ perspectives and taking into account changes in the cultural environment, teachers can develop cultural sensitivity, a cornerstone of multicultural competencies. Conclusions. International experience and individual practices show that the following activities can be very effective: in-service workshops and professional development seminars specifically focused on multicultural education; creating learning communities where teachers and stakeholders (potential employers) can share their experiences, resources and strategies; encouraging teachers to use interdisciplinary approaches; participation in cultural immersion programs can significantly improve teachers’ understanding of different cultures; encouraging teachers to reflective practice and self-assessment; methodical support for curriculum development, which includes various cultural perspectives, etc.

Trends and Developments in Engineering Education: A Bibliometric Analysis of Students' Competencies Research (2015-2024)

In this study, CiteSpace and VOSviewer bibliometrics software were used to analyze 257 papers on the topic of student competencies in engineering education included in the Core Collection of Web of Science databases from 2015 to 2024, revealing the research hotspots and development trends in this field. The study found that innovative research in engineering education mainly focuses on the areas of interdisciplinary integration, technology application and sustainable development, especially the application of project- based learning (PBL), augmented reality (AR) technology, and modeling tools have shown significant results in enhancing students' practical ability and innovative thinking. the extensive application of models such as BIM and LCSD further enhances students' professional skills in system analysis and engineering design. Meanwhile, the innovative curriculum design and the cultivation of innovative self-efficacy played an important role in the development of students' creativity. This study not only summarizes the hotspots of existing research, but also proposes future research directions in technology integration, global competency development and social responsibility education, providing a strong theoretical basis for the future development of engineering education.

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

Improving Instrumental Research Competencies in Master's Degree Students: Research Education Program as a Strategy for Training Productive Researchers

Purpose: The present study evaluated instrumental research competencies in master's degree students using the application of a research program as a strategy. Theoretical framework: It was based on the theoretical foundations on research and instrumental research competencies, as well as the types of scientific production, as ways of providing this knowledge to future researchers. Previous studies that addressed the relationship between the research education program and the training of researchers with research competencies were reviewed, identifying the key elements that contribute to the success of this strategy. Design/methodology/approach: A quantitative research with a quasi-experimental design was developed with the participation of 25 master's degree students with mention in university teaching from a public university in the Loreto region of Peru. Results and Discussion: A significant relationship was found between the research educational program and instrumental research competencies (p&lt;0.005) in which the training of master's degree students in instrumental research competencies partially had this relationship. The results indicated that the master's degree students with mention in university teaching who were part of the study had better instrumental research competencies. Research, practical and social implications: It can be affirmed that research-based learning is important to improve scientific writing, since it allows for a better formation of competent researchers. Originality/value: This study contributes original value to the field of master's study by providing empirical evidence on the effectiveness of the research education program to improve instrumental research competencies in master's degree students in Peruvian universities.

Preparing a Globally Competent Workforce: A Mixed Methods Study of an Innovative Co-Curricular University Program

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

THIẾT KẾ VÀ TỔ CHỨC DẠY HỌC CHỦ ĐỀ STEAM “ĐÈN CẢNH BÁO NGUY HIỂM Ở ĐOẠN ĐƯỜNG QUANH CO VÀ ĐÈO DỐC” NHẰM PHÁT TRIỂN NĂNG LỰC VẬN DỤNG KIẾN THỨC VÀ KĨ NĂNG TRONG MÔN KHOA HỌC TỰ NHIÊN

Representative competency is one of the three component competencies of natural science competencies that need to be focused on developing learners in the process of teaching Natural Science in lower secondary schools. This article aims to design and organize the teaching of STEAM topics in Natural Sciences to develop learners' competencies, especially representative competency. The current status and pedagogical experiment of the research are based on the cross-sectional survey research method and the experimental research method of pre-test and post-test impact on random groups. The implementation of teaching in practice has demonstrated the positive development of learners in terms of knowledge and skills and has shown the feasibility of the STEAM topic for developing representative competency of students to meet the requirements of educational innovation.

Identifying Social-Cognitive Factors Influencing Aggression in Adolescents: A Cross-Sectional Indian Study

Adolescence is a critical period during which the likelihood of experiencing self-regulation failures like aggressive outbursts is increased. Recent Indian studies on adolescents have reported an increasing incidence of aggressive acts during this time of transition, which is a threat to the adolescent, the victim and society in general. This study focuses on the social-cognitive perspective, implying that aggression is a social behaviour that is largely affected by one’s beliefs about the acceptability of aggression and the degree of cognitive and effortful control they have over their emotions. Such beliefs are likely to be influenced by emotion socialisation, wherein parents and peers act as key agents. With this perspective, the current study, through a mediational model, explains the social-cognitive factors predicting aggressive behaviour in adolescents. This is a cross-sectional, descriptive study carried out on a sample of 475 adolescent students from the Delhi-NCR region recruited through purposive sampling. The data were collected through self-report questionnaires from schools and colleges. The model was tested using SPSS AMOS and was found to be a good fit for the data. The findings of this study are crucial from a risk and intervention perspective. It emphasises the need to build socially and emotionally competent students who not only have the skills needed to succeed but also nurture healthy social relationships and maintain positive mental health through adaptive emotion regulation skills.

Current Situation and Enhancement Strategies for Core Competency Development of Vocational High School Students

With the increasing demand for versatile talents in society, the development of core competencies in vocational high school students has become increasingly important. This paper aims to analyze the current state of core competencies development among vocational high school students, identify existing issues, and propose corresponding enhancement strategies. Through methods such as literature analysis, questionnaires, and interviews, this study examines the development of academic, vocational, and social competencies in vocational high school students, highlighting the current shortcomings. Based on the research findings, the paper suggests strategies for comprehensively improving students' core competencies through educational policy support, curriculum reform and innovation, professional development of teachers, school-enterprise collaboration, and support from families and society.