Technological Competence Research Articles

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

This study delves into the attitudes of educators toward online teaching, their technological proficiency, and access to technology, with a particular emphasis on examining potential gender distinctions. Employing a quantitative-descriptive-correlational research design, this research meticulously examines the intricate relationships among these variables. The primary objectives of this investigation involve scrutinizing teachers' attitudes toward online instruction, evaluating their technological competency, and gauging their accessibility to technology. The results reveal that, by and large, teachers exhibit a moderately favorable disposition toward online teaching, signifying their eagerness to embrace this pedagogical approach. Furthermore, these educators demonstrate a commendable level of technological competence, showcasing their adeptness in harnessing technology for instructional purposes. In the context of technological accessibility, most teachers report encountering minimal impediments; however, science teachers disclose relatively restricted access.A gender-based analysis of the data suggested a notable absence of significant disparities in attitudes, technological proficiency, and access between male and female educators. This finding substantiates the assertion that gender exerts a negligible influence on shaping teachers' perspectives regarding online teaching and their technological adeptness. Moreover, this research revealed a substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology. This implies that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching.The implications of these findings underscore the paramount significance of supporting teachers in augmenting their technological competence while simultaneously ensuring equitable access to technology resources. These two factors emerge as pivotal catalysts for facilitating the seamless integration of online teaching into contemporary education. In the era of the COVID-19 pandemic, where online instruction has become indispensable, the imperative for ongoing professional development and support has become unmistakably evident. This study calls for a sustained commitment to nurturing and further enhancing teachers' affirmative attitudes toward online teaching to effectively navigate the ever-evolving landscape of education.

Interaction Influence of Organisational Support on the Educators’ Acceptance, Personality Traits, and Technological Competence towards Intention to Adopt the Virtual Learning Environment

In the contemporary educational landscape of rapid technological advancements, understanding the factors influencing the intention to adopt the virtual learning environment (VLE) is imperative. This study intended to examine the interaction influence of organisational support on individual technology acceptance behaviours, personality traits, and technological competency toward their intention to adopt VLE. Utilising a sample of 450 respondents with 232 valid responses, Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to analyse these moderation effects. The findings reveal a significant moderating role for organisational support in the relationship between perceived usefulness, perceived ease of use, attitude, neuroticism and technology competency toward intention to adopt VLE. Interestingly, high levels of organisational support mitigate the negative impacts of neuroticism, fostering more positive perceptions of the VLE and enhancing behavioural intention. This result argues the conventional insight that neuroticism is a barrier to the intention to adopt the VLE. Instead, this study underscores the importance of creating supportive organisational environments to facilitate the effective integration of technology for individuals with high neuroticism. This research contributes to the growing body of literature on technology acceptance, personality traits and technological competence by demonstrating the pivotal role of organisational support in strengthening educators’ acceptance and competencies while mitigating the negative perception of neuroticism. The findings offer valuable insights for educational policymakers and practitioners seeking to optimise technology adoption strategies. Finally, several limitations and future directions of the study are also discussed.

Influences of price fairness, convenience and risk on service value development influencing E-banking satisfaction: Technological competency as a moderator

Offering users high e-banking satisfaction can help banks retain their customers and business successes in the competitive era of banking 5.0. This research aims to explore significant factors influencing e-banking satisfaction by examining how convenience, price fairness, and perceived risk influence perceived value which further influences customer satisfaction in the e-banking service context. Meanwhile, technological competency was also tested as a moderator between perceived value and satisfaction. 550 Cambodian e-banking users were invited to join the survey processes via self-administered questionnaires. The results were analyzed using a path analysis technique. Results indicated that price fairness, convenience, and perceived risk influenced perceived e-banking value. Furthermore, perceived e-banking value influenced e-banking satisfaction. Finally, technological competency played a significant role in moderating the relationship between perceived e-banking value and satisfaction.

21st Century Leadership Skills, Technological Competence, and School Performance

This study ascertained the level of 21st-century leadership skills of school heads, the technological competence of teachers, and school performance. The descriptive-correlational research method was employed in this study. The main respondents of the study comprised 9 school heads and 45 elementary school teachers. Results revealed that school heads and teachers exhibit similar trends in their profiles, sharing commonalities in sex, age, and educational attainment. Most school heads boast over two decades of service, contrasting with teachers who are relatively new to the profession. Despite demographic differences, school heads display very satisfactory leadership skills across all indicators, showcasing consistency regardless of factors like sex, educational background, or length of service. Conversely, while teachers generally demonstrate proficiency in technology, they require further development in areas such as productivity, professional practice, and addressing social, legal, and human issues. Nevertheless, their technological competence remains consistent across different demographic profiles, indicating comparable proficiency. Assessments of both office and learners' performances range from very satisfactory to outstanding. Interestingly, there is no direct correlation observed between the leadership skills of school heads, the technological competence of teachers, and overall school performance, suggesting a complex interplay of factors influencing educational outcomes. The findings of this study can contribute to discussions to improve the quality of education.

Evaluation of the Dimensions and Components of the Managerial Competency Model in the Banking System

Objective: This study aimed to evaluate the dimensions and components of the managerial competency model in the banking system. Methodology: This research is descriptive and survey-based. The statistical population consists of managers from various departments of the Central Bank of the Islamic Republic of Iran. Data were collected through a field method using a questionnaire and convenience sampling. Data analysis was conducted using structural equation modeling (SEM) and SmartPLS3 software. Findings: The study revealed that the banking managerial competency model must be designed as a multidimensional framework covering all managerial aspects, including technical, managerial, interpersonal, and technological competencies. Given the emerging challenges in the banking industry, such as digital transformations and complex regulations, managers need a broad range of competencies. Conclusion: The results indicate that developing a comprehensive and multidimensional competency model for banking managers can enhance performance, increase productivity, and strengthen the competitiveness of banks.

Requirements for nurses’ competencies in home care: An integrative review – a mixed-method approach

Home care supports clients in living at home. Among home care professionals, nurses are the largest group. The aim of this integrative review was to examine literature results of competencies that were required of nurses when working in home care. The review process followed the method by Whittemore and Knafl. A database search was conducted using CINAHL, PubMed and Cochrane. The PRISMA search strategy was used in the process. Nine selected articles were evaluated using the Joanna Briggs Institute criteria. The content analysis was used in analysing data. Eight competencies were defined: nursing practice at home; managing in changing situations; technological competence; communication and interpersonal skills; teamworking; continuous development; leadership and management skills; and personality factors in home care. The review suggested that nurses experienced a need for several competence requirements when working alone. Looking after patients with multiple health problems and having changing situations at work need continuous competence development. Situations to update and develop competence in daily work are needed. Further research is needed to confirm competence requirements for both registered and licensed practical nurses. The PRISMA checklist was used to guideline manuscript reporting.

Technology Competence as a Compass For Helping to Close the Justice Gap <br>

Technology Competence as a Compass For Helping to Close the Justice Gap <br>

ОСВІТНІ ІНДИКАТОРИ РІВНЯ ЗАБЕЗПЕЧЕНОСТІ ВЧИТЕЛЯМИ ОСВІТНЬОЇ ГАЛУЗІ ПІД ЧАС ТРАНСФОРМАЦІЙНИХ ПРОЦЕСІВ: МІЖНАРОДНИЙ І ВІТЧИЗНЯНИЙ КОНТЕКСТИ

The article analyses the ongoing transformation processes in the education sector, both internationally and domestically, within the context of the European educational space. It has been determined that these processes are based on the key competencies that teachers should develop in their students. These competencies include literacy, multilingualism, scientific and engineering skills, digital and technological competencies, interpersonal skills, the ability to acquire new knowledge, active citizenship, entrepreneurship, and cultural awareness. The sources of educational indicators are considered, including PISA studies, Eurostat, OECD educational indicators, and national educational indicator systems. This article examines the implementation of the New Ukrainian School (NUS) reform in relation to teacher provision. It discusses the PISA study, which provides data on the quality of education by assessing pupils' ability to apply the knowledge, competencies, and skills acquired in educational institutions in everyday life. The results of this international comparative study can inform governments' educational policies and management decisions based on evidence-based statistics. The authors analysed the implementation of the NUS reform in the educational sector, focusing on domestic transformations. The aim of the reform is to provide teachers with the necessary tools to improve their professional level, self-motivation, and develop new competences. The study compared OECD indicators with national education indicators, including teachers leaving the profession, pupil-teacher ratio, and class size.

Volunteer Online Counseling during COVID-19: Insights, Practices, and Future Directions

This study investigated the transition to online counseling by 34 counselors during the COVID-19 pandemic, addressing the gap in access to mental health services due to restrictions of in-person interactions. The research employed online questionnaires and a virtual focus group discussion to gather qualitative data, which were analyzed using thematic analysis. Counselors reported addressing various client issues, including anxiety, depression, academic challenges, suicidal ideation, and family conflicts. The primary technical challenges identified were connectivity issues, clients' lack of technological resources, and limited digital literacy. Effective online counseling was associated with active listening, adaptability, trustworthiness, and technological competence. Although valued for accessibility, convenience, and confidentiality, online counseling poses challenges, such as impersonal communication and online fatigue. The findings underscore the need for improving tele-counseling practices, particularly in overcoming technological and communication barriers, to ensure the continued growth and development of the field.

Structural Modeling of School Managers' Competencies as a Driver for Sustainable Development

Purpose: This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development. Methodology: From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4. Findings: According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development. Conclusion: The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.

Digital Competencies in Education during the 4.0 Revolution

In times of the 4.0 Revolution, digital education is becoming increasingly important as digital skills are crucial for teachers and students. Research shows that most teachers have appropriate competencies in digital technologies, but they lack the motivation to develop them. There are also obstacles to implementing digital education, such as a lack of teaching and technical support. Forms of support for teachers in improving digital competencies are mainly based on training, although there are also self-assessment tools and teacher networks. The conclusion of the research is the need to properly prepare teachers to implement digital education in the context of the 4.0 Rdigitalevolution.

Information and communication technology (ICT) competencies of public elementary school teachers in Taal district

This study investigates the levels of information and communication technology (ICT) skills among teachers, focusing on areas such as word processing, spreadsheet management, database handling, and internet navigation. The research utilized a descriptive method and found that while teachers exhibited proficiency in basic ICT tasks, challenges remain, particularly in areas like database management and advanced spreadsheet use. Significant relationships were observed between certain demographic factors and ICT competencies, underscoring the need for continuous ICT training and a robust ICT management plan to enhance teacher competencies and improve educational outcomes. Keywords: ICT companies, Public elementary teachers, Educational technology integration

Telehealth delivery of physical therapist-led interventions for persons with chronic low back pain in underserved communities: lessons from pragmatic clinical trials.

In this perspective, we present our experience developing and conducting two pragmatic clinical trials investigating physical therapist-led telehealth strategies for persons with chronic low back pain. Both trials, the BeatPain Utah and AIM-Back trials, are part of pragmatic clinical trial collaboratories and are being conducted with persons from communities that experience pain management disparities. Practice guidelines recommend nonpharmacologic care, and advise against opioid therapy, for the primary care management of persons with chronic low back pain. Gaps between these recommendations and actual practice patterns are pervasive, particularly for persons from racial or ethnic minoritized communities, those with fewer economic resources, and those living in rural areas including Veterans. Access barriers to evidence-based nonpharmacologic care, which is often provided by physical therapists, have contributed to these evidence-practice gaps. Telehealth delivery has created new opportunities to overcome access barriers for nonpharmacologic pain care. As a relatively new delivery mode however, telehealth delivery of physical therapy comes with additional challenges related to technology, intervention adaptations and cultural competence. The purpose of this article is to describe the challenges encountered when implementing telehealth physical therapy programs for persons with chronic low back pain in historically underserved communities. We also discuss strategies developed to overcome barriers in an effort to improve access to telehealth physical therapy and reduce pain management disparities. Inclusion of diverse and under-represented communities in pragmatic clinical trials is a critical consideration for improving disparities, but the unique circumstances present in these communities must be considered when developing implementation strategies.

Information and communications technology (ICT) competencies and capabilities of teachers in public high schools: basis for an enhancement plan

The aim of this research was to identify the ICT capabilities of public high schools and educators in Division of Rizal. This includes the profile of educators- respondents in terms of age; gender; length of years of teaching ICT; maximum educational degree; trainings attended, or learnings acquired related to ICT; and assessment of level of ICT competencies of the respondents in terms of knowledge and skills in basic computer/ ICT operation; usage of ICT as an instrument for teaching / learning; and use of the Internet and web applications to teaching/ learning. This study used descriptive research that includes 62 teachers and 4 ICT Administrators from the public high schools in the schools from Division of Rizal. This is a male-dominated study, composed of young respondents with a good number of years in service. Based on the findings, teacher- respondents are highly competent on creating a new spreadsheet (enter data), creating a new document and slide show. Furthermore, some respondents believed that they are competent because they can format cells, copy, delete and rename files, change font and layout, and edit an existing slide show. Also, most of the ICT coordinators have a 5-year basic computer training course that helps them integrate the technology with the curriculum. They gauge themselves competent in creating materials for students’ use (e.g., hand-outs, tests) and communicating with student(s) and/or students' parents as well as communicating with colleagues/other professionals. Furthermore, respondents are also competent to access research and best practices (e.g., preparation, tracking, assessment, and reporting) for teaching and curriculum administration. Further, this means schools should support the need of teachers when it comes to employing ICT- based skills. There is a need for continuous training and upgrading of facilities and equipment that will support teachers’ demand regarding it.

The Influence of Information Technology and Use Competency on Company Performance with SIA Effectiveness as a Mediation Variable

The purpose of this study is to analyze the effect of the use of information technology and competence on employee performance by the effectiveness of SIA as a variable mediation The number of respondents in this study was several 280 employees and finance managers. Test the instrument using validity tests and reliability tests. The analysis technique used is SEM (Structural Equation Modelling) AMOS version 21. The results of this study show that: 1) The use of technology has a positive and significant influence on employee performance, 2) Competence has a positive and significant influence on employee performance, 3) The use of technology has a positive and significant influence on employee performance, 4) Competence has a significant influence on employee performance with the effectiveness of SIA.

Aspiring Malaysian School Leaders’ Satisfaction With Online Leadership Training

The study aims to investigate user satisfaction with online leadership training known as the National Professional Qualification for Educational Leaders (e-NPQEL). Furthermore, the e-NPQEL components, such as good criteria, difficulties, and improvement ideas were examined. A total of 107 aspiring school leaders or e-NPQEL users were selected as respondents to answer the study questionnaire. Observably, the users were satisfied with the e-NPQEL, which provides knowledge and new learning experiences on school leadership. Nevertheless, the respondents were less satisfied with the overall experience of using e-NPQEL in acquiring skills to be a school leader. The results also revealed a significant difference in satisfaction using e-NPQEL between male and female respondents on three items closely related to their information and communications technology (ICT) competency. Meanwhile, qualitative responses through open-ended items offered participants’ perspectives on the good criteria of e-NPQEL, challenges during training, and suggestions for improving the effectiveness of its implementation.

Identifying the Competency Model Dimensions of Faculty Members (Case Study: Farhangian Universities in Tehran)

Purpose: The objective of this study was to identify and delineate the competency model dimensions essential for faculty members at Farhangian Universities in Tehran. This research aimed to explore the specific competencies necessary to enhance the effectiveness and professional development of faculty in an educational setting. Methodology: This qualitative study employed semi-structured interviews to gather data from 29 faculty members across various departments at Farhangian Universities in Tehran. Participants were selected using purposive sampling to ensure a diverse representation of experiences and perspectives. Theoretical saturation was achieved to ensure the comprehensiveness of the data collected. Thematic analysis was used to analyse the interview transcripts and identify key themes and categories representing faculty competencies. Findings: Five main themes representing essential faculty competencies were identified: ethical competencies, scientific competencies, research competencies, communication competencies, and information technology competencies. Each theme comprised several categories detailing specific competencies, such as individual integrity, pedagogical expertise, research skills, interpersonal communication, and technological proficiency. Conclusion: The study highlighted a comprehensive set of competencies required by faculty members at Farhangian Universities in Tehran to effectively fulfill their educational roles. These competencies span across ethical considerations, scientific knowledge, research capabilities, communication skills, and technological adeptness. Addressing these competencies through targeted development programs could significantly enhance faculty performance and, consequently, student learning outcomes. Keywords: Faculty Competencies, Farhangian, Qualitative Research, Higher Education, Faculty Development, Educational Technology, Ethical Competencies, Scientific Competencies

Digital transformation challenges in higher education institutions post COVID-19

Higher education institutions (HEIs) encountered an unanticipated and unprepared digital transformation because of COVID-19, which obliged most services, including teaching, learning, and working, to shift from physical to digital and virtual platforms. Digital transformation among employees provided an opportunity for technological upgrades and challenged technological competence and adaptability among employees to enable transitions between physical and virtual platforms. As a result, this paper through the technology acceptance model (TAM) reflects on factors that influence successful transformation of technological adoption among support staff members in a university of technology (UOT). This paper argues that the use of TAM to predict staff members’ attitudes toward adopting new technology can assist HEIs in decision-making regarding technology selection. Using descriptive research design and non-probability sampling method, data was collected from 177 support staff members from different departments. The findings of the study, which emanated from surveys, established that employees’ digital skills need improvement; lack of digital infrastructure funding; poor planning and unclear forms of communication proved to be a recipe for failure to implement a successful digital shift and in creating acceptance digital user behaviour among the employees.

РАЗВИТИЕ ИНДУСТРИАЛЬНЫХ РЕГИОНОВ: ДИФФЕРЕНЦИАЦИЯ ТЕХНОЛОГИЧНОСТИ И ИННОВАЦИОННОСТИ В УСЛОВИЯХ ВНЕШНЕЭКОНОМИЧЕСКОЙ НЕСТАБИЛЬНОСТИ

The development of regional industry, structural changes, industry diversification, and the transition to a new industrial level in modern conditions are limited by the strict conditions of external investment, trade, and financial sanctions. The paper aims to analyze changes in the technological effectiveness and innovativeness of regional industry, identifying trends that contribute to economic dynamics in conditions of external uncertainty and economic instability. The objectives of the study include the development and testing of a system of indicators for a comprehensive assessment of the effectiveness of industrial and innovative development of regions with different levels of technological structure (the ratio between high/medium/low technology sectors; aggregated – HT, HMT, LMT- and LT-sectors), allowing for comparative studies of regional parameters contributing to the development of the industry in the regime of external restrictions. Research methods include comparative analysis, economic and statistical methods, the use of correlation analysis, etc. The research hypothesis of the study is to substantiate different formats for the development of industrial regions, distinguished by the differentiation of the technological structure of industry, the complementarity of the economic advantages of technological sectors, which allows the region in the conditions of external destabilization to ensure the effectiveness of industrial development and innovative dynamics. As a result of the study, it was revealed that industrial regions have different technological structures and are developing at different rates; the technological competencies of the LMT sector ensure sustainable industrial dynamics in all analyzed regions, and the HT, HMT sectors ensure the preservation of innovative intensity of development. The technological and logical advantages of industries and the combination of technologically heterogeneous sectors are one of the factors that allow the region, under conditions of external restrictions, to simultaneously ensure both effectiveness and promotion of industrial and innovative development. The proposed conclusions and analytics can be used in developing regional industrial policies of the constituent entities of the Russian Federation.

Professional self-determination of future dentists in the modern realities of Ukraine.

Aim: To research how the future dentists' professional self-determination (reflects the cognitive-reflexive component of higher medical education applicants' readiness to use digital technologies in their professional activities) develops within the formation of information technology competence in the modern realities of Ukraine. Materials and Methods: The author's questionnaire consisted of 15 questions. The questionnaire surveys covered 98 future dentists who studied 'Medical Informatics' and 'Information Technology in Dentistry' at the Ivano-Frankivsk National Medical University in the September-December 2017-2018 and September- December 2022-2023 academic years. The research results were assessed according to the algorithm described. The research used such methods as analysis, synthesis, comparison, concretisation, systematisation, and generalisation, as well as methods of mathematical statistics for evaluating data, namely correlation analysis, Kolmogorov-Smirnov test, Cronbach's alpha, Fisher's test (F-test of equality of variances), Student's t-test and ranking. Results: The research found positive dynamics of the professional self-determination levels (in 2022 compared to 2017, the low level decreased by 20.5%, the satisfactory level - by 19.0%, the average level increased by 20.6%, the high level - by 18.9%) and their quality, which within the research increased by 39.5%. Conclusions: By forming information technology competence, future dentists changing the priorities of professional self-determination in the modern realities of Ukraine and acquiring readiness (within the cognitive-reflexive component) to use digital technologies in professional activities.