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Engineering graduates play an important role in sustainable development, digital and green transition, and thus entrepreneurship competences. The focus of this research was to assess and compare perceptions of engineering students and professors of students’ entrepreneurship competences development through formal learning by attending non-entrepreneurship study programs, as well as to assess the response of the students when they were exposed to informal entrepreneurship learning. Research data were collected using online questionnaires based on the EntreComp framework. Regarding formal learning results of the research showed that students thought that the non-entrepreneurship courses they attended helped them to develop certain entrepreneurship competences. Entrepreneurship competences didn´t improve during the first year of the master’s study program, and there was an improvement in some competences during the third year of the bachelor study program. This research showed that it was important to pay attention to informal entrepreneurship learning in the future, for the purpose of entrepreneurship competences development since students expressed a high level of satisfaction with such kind of learning.

This article explores contemporary models of the development of methodological competence, focusing on the needs of IT discipline teachers. The challenges in implementing these features within modern educational conditions are identified, underscoring the necessity for creating innovative teaching methods adapted to the requirements of IT teachers. By analyzing current trends in the educational environment, the authors highlight key stages in the continuous education system for teachers, including the mastering of basic education, adapting young teachers, and fostering their professional development. The article reveals the actual possibilities of developing the methodological competence of teachers as an ongoing endeavor to elevate their professional pedagogical culture. In the article, the authors propose a conceptual model within the domain of education, serving as the basis for constructing an efficient mathematical model which is specifically designed to create individualized learning trajectories for IT discipline teachers with the focus on managing the process of methodological competence development during the synthesis of training courses. The authors propose an innovative approach to teacher retraining, centered around individualized needs and abilities, with the aim of enhancing the quality of education in the field of information technology.

The development of transversal competencies, in interaction with professional competencies, is essential for individuals to adapt to change and live meaningful and productive lives. The aim of this study was to explore the mutual interaction of six transversal competencies—civic, digital, entrepreneurial, global, innovation, and research, as well as their respective sub-competencies—and propose possible approaches to how this dynamic of interaction can be applied to facilitate the development of transversal competencies. A sample of students (N = 1575) from 21 universities in Latvia completed a self-assessment survey evaluating multiple behavioural indicators for each transversal competence and sub-competence. The results revealed that civic competence was evaluated significantly lower than other competencies, and, for most transversal competencies, sub-competencies associated with active and systematic collaboration and networking received lower evaluations. A network analysis showed that the community involvement sub-competence of the civic competence and the initiative and critical thinking sub-competencies of the innovation competence had the strongest links to the other measured sub-competencies on average. The results suggest that the development of initiative and cooperation-and-collaboration-related and network-building skills are likely to have a systematic positive effect on the development of a wider set of transversal competencies and the professional autonomy of students in the long term.

With the development of globalization, people’s communication becomes more and more frequent. China urgently needs to cultivate talents at the international level and strong foreign language communicative ability to participate in international affairs and follow the international development trend. Based on the data analysis method and machine learning method in big data analysis, this article explores the current situation of intercultural communication ability and competence cultivation of language students in colleges and universities. The article summarizes the existing problems of language students’ intercultural communication ability in Chinese universities based on questionnaires conducted in four universities in southwest, northeast, east, and South China. Secondly, based on the current problems in the intercultural communication competence of language students in Chinese universities, the article further proposes teaching inspirations for the cultivation of intercultural communication competence of language students in Chinese universities. The survey results show that the highest total number of respondents who chose A and B answers, i.e., they think they have strong intercultural communication ability, was 689 from Zhongshan University, accounting for 33.62%, followed by 615 from Shanghai University, accounting for 30.1%; the lowest was 240 from Guizhou University, accounting for 11.7% only, and the level of intercultural communication ability of language students in these four universities can be ranked as follows. Zhongshan University > Shanghai University > Heilongjiang University > Guizhou University. This study can suggest highly rigorous and practical strategies for cultivating language students’ intercultural communication ability in Chinese universities.

Various industry sectors of many developing countries have been facing various challenges associated with low performance of labour due to poor work-based training practices. This study aims to assess the performance of labour in construction by applying systematic work-based training components. A comprehensive study methodology was adopted through literature reviews and experts’ interviews/discussions, with problem-focused and action-oriented communication approaches to develop effective tools, systems and practices related to labour training elements and performance assessments within a framework. Through a new construction supervisory training programme, the developed practices were applied to 200-300 labourers working on 23 construction projects in Sri Lanka. The results show the detailed patterns of the significant changes in labour performance with the quantified values. Overall quantitative values indicate a nearly 60% increase in the performance of labour within six months of the training period compared to the starting point. A considerable level of performance improvement was reported in the soft skills (90%) and material handling abilities (70%) of labourers. A moderate level of performance improvement was identified in other competency elements related to the application of basic science/technology-related practices (55%), simple engineering/technology-related practices (44%), construction methods and technology (56%), green practices (36%) and fundamental management aspects (34%). The overall performance values of labourers employed in road/bridge projects were found that noticeably lower compared to the labourers who worked on other types of projects. The results further describe the well-improved theoretical knowledge and operational skills of the trained labourers, which has uplifted their job standards from working under close supervision to working under general supervision with some autonomy. Moreover, the study findings contribute to controlling the excessive inclination of local firms toward foreign labour by unlocking the potential barriers to expanding the local labour supply with lifelong learning and career benefits/opportunities for labourers. The findings will have a significant impact on how other developing nations and industries must manage their labour to obtain higher work efficiency in the foreseeable future.

This news article summarises several projects that took place between 2010 and 2022, during which some members of the Institute of Archaeology’s professional staff were able to take part in lifelong learning partnerships, working closely with a host of organisations from all over Europe on skills development and community heritage. These projects were funded by the Erasmus+ programme.

(1) Background: Dealing with students' maladaptive behaviour in the classroom, such as verbal aggressive behaviour, is challenging, particularly for novice teachers. They often encounter limited opportunities for training and practice in handling such incidents during their pre-service education, rendering them ill-equipped and uncertain when confronted with instances of verbal aggression during their initial teaching experiences. This article reports on the design and validation of a verbal aggression management competence model to guide and substantiate novice teachers' immediate reactions. (2) Methods: The model's construction and validation processes were informed by a dual-pronged approach, encompassing a literature analysis to explore theoretical concepts and semi-structured interviews involving 32 educational experts to validate its practical applicability. (3) Results: The design and validation processes resulted in a comprehensive competence model consisting of concrete steps to be taken during or immediately following an incident and overarching attitudes to be adopted throughout the incident managing process. (4) Conclusions: This study contributes a structured framework to empower novice teachers, offering tools to address verbal aggressive behaviour within the classroom environment. Furthermore, it highlights the potential of incorporating this model into teacher education programs, facilitating the competence development of future teachers, and fostering conducive learning environments. [ABSTRACT FROM AUTHOR]

The purpose of this research is to evaluate the attitudes and competencies of biology teacher candidates regarding virtual reality applications based on scientific and methodological developments for the improvement of the visualization system in biology. In this study, the survey model, which is one of the quantitative research methods, was used. The sample group of the research consists of 244 biology teacher candidates studying at various universities in Kazakhstan in the 2022-2023 academic year. Research data were collected with a virtual reality attitude and competence scale developed by the researchers. After exploratory and confirmatory factor analyses and construct validity studies were carried out, reliability analyses of the scale were made to get the final form of the scale, and Cronbach's alpha reliability coefficient was calculated. As a result of the research, it was determined that the attitudes of pre-service biology teachers towards virtual reality were high and their competencies related to virtual reality were low. This suggests that biology teacher candidates have a medium level of attitude and competence in the virtual reality attitude and competence scale. In line with the findings obtained from the research, suggestions were made to improve the virtual reality attitudes and competencies of teacher candidates. [ABSTRACT FROM AUTHOR]

The article is a summary of the work carried out by an international team of experts as part of the first intellectual output of the i-CONTENT project: A Toolkit for Educators and VET providers for the design and development of online interactive gamified content, funded by the Erasmus+ Programme, which aims to serve Trainers and VET providers (mainly SMEs) delivering non-formal initial and continuous VET courses who wish to transform the typical classroom led course delivery into an online interactive gamified learning experience (asynchronous and synchronous learning) allowing them to meet current market needs and enabling them to target the global market. Partners from five countries (Poland, Italy, Greece, Cyprus, United Kingdom) conducted research on two target groups – VET trainers and students, in order to determine what online tools are used by trainers to create online courses, which prompts students to enroll in an online course, and what key elements they believe are necessary to keep the course engaged and what makes the course attractive. Based on the results of the research, the authors have developed “A guide for the design phase of the interactive phase of an online course” containing information on designing attractive and effective course content before moving to the development phase, how to set goals, structure, and define learning outcomes.

Abstract Background In this study, the focus is on how to support the competence development needed for nursing assistants in home care. Home care services for older persons can be challenging concerning the nature of the interpersonal interaction and communication needed to care for and respond to the diverse needs of older people who seek to live well in our communities. This implies a need to offer more person-centred care (PCC) to older persons. However, there is a lack of knowledge on how to develop such competence. We, therefore, developed A Person-centred CommunicaTION (ACTION) programme, which is a web-based educational intervention aimed at supporting competence development for nursing assistants. The research objective is to evaluate the ACTION programme with respect to participants’ responses to and the effect of the intervention. Methods A multicentre case–control study with pre- and post-assessments was designed. The ACTION programme will be implemented at home care units, in two different geographic areas in Sweden. A total of 300 nursing assistants will be recruited: 150 for the intervention group and 150 for the control group. We will evaluate the impact measures and the process. Pre- and post-assessments will be performed with data collected via a) audio recordings of communication, b) a questionnaire on self-efficacy communication skills, PCC, empathy and job satisfaction, c) user data, evaluation forms, field notes and observations, and d) interviews. The data will be analysed with descriptive and analytic statistics and/or qualitative methods for meanings. Discussion This study has the potential to contribute to the evidence supporting competence development required to offer person-centred and quality home care to older persons and to meet upcoming needs for flexible and easily accessible competence development. Trial registration ISRCTN64890826. Registered 10 January 2022, https://www.isrctn.com/ISRCTN64890826

This research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, and instructor scaffolding. Because no single course can fit the needs of each student, we recommend that beneficial components in the form of courses that support the above-mentioned activities be part of purposeful curriculum design.

The rapidly changing world forces the necessary changes in education consisting of the development of teaching strategies that prepare the student for unpredictable, non-standard, and fluid situations. The author discusses the problem of supporting competence essential for the development of school-age children and their functioning in such a world. The article may be of interest to early school education teachers, but not only. The strategy of education using imagination, which covers the method of designing educational opportunities, refers in the conducted research to competence triad, i.e. independence-innovativeness-cooperativeness. To support the said competence, the author constructed a technique of creative visualisation and developed an educational programme for two parallel groups based on the method of designing educational opportunities, and in one of the groups, an innovative factor in the form of creative visualisation techniques was implemented. In the research, the qualitative and quantitative style was used implementing participant observation, humanistic interpretation (works of art and statements) and tests for creative thinking (drawing and verbal). The qualitative analysis consisted of description and interpretation concerning the analysed set of competence with the use of their manifestation. The quantitative analysis aimed at answering the question about a significant increase in competence required the use of a method based on the t-Student test. The results of the qualitative and quantitative analyses showed the beneficial impact of creative visualisation in the area of the competence in question.

Qualitative method centres are academic organisational units that are situated at the intersection of study programmes and curricular courses. Both in German-speaking countries and internationally, they are established places of qualitative methodological consultation (Cabrera and McDougall 2002; Kalkstein and Mey 2021). Their areas of responsibility are manifold, from teaching within methodological curricula to organising workshops and various summer, spring and winter schools. Increasingly, they are also active in relevant committees, such as ethics advisory boards. In this article, I explore the question of which transformations of teaching and learning can be derived from the necessity of establishing such methodological centres. In addition, I trace the role that the work of the method centres can play in anchoring qualitative research at universities. [ABSTRACT FROM AUTHOR]

Teacher's training has become a multifaceted process comprising key competencies of which cognitive and educational competence holds paramount importance. The primary aim of teacher's training is linked to determining the essence along with differentiating the key elements of the formation of the future teacher's cognitive and educational competence. This study focuses on the development of a model of future teachers' educational and cognitive competence in independent work. In pursuit of this objective, the researcher has incorporated a review-based design guided by the interpretivism paradigm involving the metasynthesis of extant academic literature. The researcher conducted a comprehensive review of the extant literature and seminal work to delineate the essential educational and cognitive competencies that must be demonstrated by the teachers to effectively perform their job roles. The article presents five educational and three cognitive competencies that must be mastered by the teachers for their educational and cognitive competence and to enhance their ability to work independently. The model is proposed to be used by the teaching and educational professionals as a competence-based criterion for the training and assessment of the teacher's performance in Indonesia. The key limitations and strengths of the study were added together with important recommendations for relevant academics and practitioners. [ABSTRACT FROM AUTHOR]

This work proposes a structural model highlighting the research skills of undergraduate students. Due to the stages in their research project implementation, mentoring students becomes a crucial initiative in higher education institutions. Despite substantial progress in the literature linking mentoring and skills development, there is a lack of greater emphasis on research skills, especially for undergraduate students facing research work for the first time. Consequently, the direct relation between mentoring and research skills may not be straightforward. Thus, driven by social learning theory, the proposed model highlights the mediating effects of information literacy constructs and competency development on the relationship between mentoring and research skills. An empirical study of 539 participants via Partial Least Squares–Structural Equation Modeling supports six of the seven hypothesized paths. Three major theoretical contributions arise from the findings. Firstly, mentoring improves information-seeking skills and information-sharing behaviors and facilitates students' competency development due to the technical knowledge transfer from the faculty mentor to student mentees. Secondly, information literacy constructs and competency development promote research skills, emphasizing that students with those behaviors and capacities will achieve enhanced research skills. Finally, our findings suggest that mentoring does not directly translate to improved research skills; instead, information-seeking and sharing behaviors and competency development fully mediate such a link. Thus, mentors must shape these behaviors for mentoring to develop students' research skills. Theoretical and practical insights are outlined from these findings for university leadership to inform the design of mentoring initiatives for undergraduate students. [ABSTRACT FROM AUTHOR]

Copyright of Praxis der Kinderpsychologie und Kinderpsychiatrie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: The aim of the study was to investigate nurses' skill acquisition in Guided Self‐Determination according to the Dreyfus model of skill acquisition and Patricia Benner's studies based on the same model. Background: Globally, person‐centred care is acknowledged as an essential aspect of quality in health care. To succeed with person‐centred care methods and skills are necessary. Guided Self‐Determination is a person‐centred method developed in the field of nursing. The method represents a new way of skill acquisition requiring knowledge of how skills are acquired, unfolded and best supported in Guided Self‐Determination. Design: Qualitative interview study. Method: From January 2019 to August 2019, 16 nurses were interviewed about their experiences of learning and using Guided Self‐Determination in three different gynaecological settings: cancer, endometriosis and sexual abuse. The study was registered with the Danish Data Protection Agency (file no.: VD‐2018‐445, I‐Suite no.: 6700). Results: The spectrum in Guided Self‐Determination acquisition skills ranged from following schematical procedures in a rigorous way to an extended understanding of exploring and supporting the person‐centred concept. Two main themes were identified: Elements in the transition of knowledge from theory to practice and Aspects associated with Guided Self‐Determination skill acquisition. Conclusions: Nurses practised Guided Self‐Determination at different levels. Quantity of practising Guided Self‐Determination was not the only aspect determining rapid progression. The Dreyfus model lacked several explanatory components of skill acquisition, such as personal dispositions, preferences, motivation, personal values and context. [ABSTRACT FROM AUTHOR]

Copyright of Amazonia Investiga is the property of PRIMMATE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Engineering graduates play an important role in sustainable development, digital and green transition, and thus entrepreneurship competences. The focus of this research was to assess and compare perceptions of engineering students and professors of students' entrepreneurship competences development through formal learning by attending non-entrepreneurship study programs, as well as to assess the response of the students when they were exposed to informal entrepreneurship learning. Research data were collected using online questionnaires based on the EntreComp framework. Regarding formal learning results of the research showed that students thought that the non-entrepreneurship courses they attended helped them to develop certain entrepreneurship competences. Entrepreneurship competences didn´t improve during the first year of the master's study program, and there was an improvement in some competences during the third year of the bachelor study program. This research showed that it was important to pay attention to informal entrepreneurship learning in the future, for the purpose of entrepreneurship competences development since students expressed a high level of satisfaction with such kind of learning. [ABSTRACT FROM AUTHOR]

Changing modes of production and emerging technologies and economies require capable employees equipped with a set of diverse competences. These competences are no longer limited to specific disciplines but include broader emphasis on generic competences applicable across various contexts involving a variety of professions. Consequently, collaboration and teamwork are also two central generic competences in engineering practice and pivotal elements in engineering education. However, collaboration and teamwork competences are often only superficially addressed and moreover, not based on students' experience. This study address engineering students' experience of the constituent parts of teamwork competences in a systematic integrated problem-based learning (PBL) environment and how these can contribute to curriculum development. Conducting a thematic analysis of students' written competence profiles (n = 130) results in the construction of five themes concerning students' teamwork competences: finding complementary competences, establishing teamwork culture, preventing and managing conflicts, awareness of selfand others and shared situational awareness. Each theme is illustrated by several components emphasised by students and exemplified by excerpts useful for curriculum development or learning activities supporting development of specific competences. The thematic analysis furthermore exemplifies how generic competences are perceived as enablers of disciplinary problem-solving in teams, and how systematically integrated PBL supports the development of a wide variety of teamwork competences. The article concludes that students are acutely aware of team members and their position in a team while maintaining flexibility enabling potential responses to anticipated or unknown challenges found in the internal or external environment of the team. [ABSTRACT FROM AUTHOR]

Background: In this study, the focus is on how to support the competence development needed for nursing assistants in home care. Home care services for older persons can be challenging concerning the nature of the interpersonal interaction and communication needed to care for and respond to the diverse needs of older people who seek to live well in our communities. This implies a need to offer more person-centred care (PCC) to older persons. However, there is a lack of knowledge on how to develop such competence. We, therefore, developed A Person-centred CommunicaTION (ACTION) programme, which is a web-based educational intervention aimed at supporting competence development for nursing assistants. The research objective is to evaluate the ACTION programme with respect to participants' responses to and the effect of the intervention. Methods: A multicentre case–control study with pre- and post-assessments was designed. The ACTION programme will be implemented at home care units, in two different geographic areas in Sweden. A total of 300 nursing assistants will be recruited: 150 for the intervention group and 150 for the control group. We will evaluate the impact measures and the process. Pre- and post-assessments will be performed with data collected via a) audio recordings of communication, b) a questionnaire on self-efficacy communication skills, PCC, empathy and job satisfaction, c) user data, evaluation forms, field notes and observations, and d) interviews. The data will be analysed with descriptive and analytic statistics and/or qualitative methods for meanings. Discussion: This study has the potential to contribute to the evidence supporting competence development required to offer person-centred and quality home care to older persons and to meet upcoming needs for flexible and easily accessible competence development. Trial registration: ISRCTN64890826. Registered 10 January 2022, https://www.isrctn.com/ISRCTN64890826 [ABSTRACT FROM AUTHOR]

The need in high-quality education has always been and now is acute for learners and their parents all over the world. Only the most advanced methods, methodology and practices can enable teachers to cover completely the subject field and develop skills of analytical and critical thinking of the digital generation or generation Z, as we call people born after 2000. The situation formed by COVID-19 pandemic changes traditional foundations of life, business, education in the world. In March 2020 the majority of educational institutions were forced to change to distance learning. A lot of conventional forms of teaching underwent serious changes. Not only the process of teaching was altered, but the system of teacher – learner interaction was modified. Pandemic and restrictions imposed by it differ from country to country. Special attention is paid to distance forms using multimedia technologies. Today digital projects of distance learning integrated in the classic system of education are being developed. The author showed that difficulties arising with teaching high-school learners and university students point to the necessity to focus teachers’ attention on digital generation.

I denne studien utforsket vi hvilke utfordringer studieveiledere opplever å stå i, og hva de selv erfarer som bidrar til å møte utfordringene. Dette har betydning for kvaliteten i studieveiledning. Studien ble gjennomført blant 37 deltagere på et videreutdanningsemne i studieveiledning ved et norsk universitet i 2018/2019, og datamaterialet bestod av skriftlige refleksjonslogger, mellomoppgaver, eksamensoppgaver og kursevalueringer.Resultatene viser at studieveilederne opplevde uklare forventninger både fra systemet og fra studentene, og samtidig opplevde de å ha stor påvirkningskraft. Deres erfaringer var at oppgavene deres var sammensatte og komplekse; de opplevde at de var brobyggere mellom studentene og systemet og mellom studentene og fagområdet, og at de samtidig forsøkte å møte studentene som hele mennesker. I artikkelen drøfter vi om en tittel som studentveileder heller enn studieveileder favner rollens kompleksitet bedre.Funnene tyder på at mange studieveiledere er usikre i rollen sin, og at økt relasjons- og veiledningsfaglig kompetanse hos studieveiledere bidrar til at de føler seg bedre rustet til å møte studenter med stor bredde og variasjon av temaer og problemstillinger som de søker veiledning på. En satsing på økt relasjons- og veiledningskompetanse vil dermed kunne tjene organisasjonen på sikt gjennom bidrag til å fange opp de egentlige problemene, forebygging, økt trivsel, høyere gjennomstrømning og redusert frafall. I artikkelen foreslår vi derfor et faglig forankret veiledningsfaglig basisprogram på linje med det som vitenskapelig ansatte gjennomfører.

Introduction: Physiotherapists have an important role in promoting sexual health. Sexual health is a topic that is rarely talked about in rehabilitation, at the same time as sexual health is closely linked to general health and quality of life. Main section: Physiotherapists to have up-to-date knowledge about sexual health, to ensure a safe and trusting relationship between physiotherapist and patient. There is professional knowledge that physiotherapists have that can improve sexual health, such as physical function and rehabilitation. Physiotherapists work with the body and movement to promote good health, and all those parts are components of importance to sexual health. Many patients want support for sexual health, and physiotherapists have a unique competence that can promote sexual health in various diagnoses and symptoms. Conclusion: Physiotherapists should be more active in addressing the topic of sexual health with patients in rehabilitation to promote health and quality of life. There are several physiotherapeutic interventions that can promote sexual health, and it is important to be able to talk about the topic with patients in rehabilitation. Educational opportunities in sexual health are important for physiotherapists, especially as it can be perceived as a sensitive area to work in.

Mike Nantamu Kagawa,1 Sarah Kiguli,2 Hannes Steinberg,3 Mpho Priscilla Jama4 1Department of Obstetrics & Gynaecology, Makerere University, Kampala, Uganda; 2Department of Paediatrics & Child health, Makerere University, Kampala, Uganda; 3Department of Family Medicine, University of the Free State, Bloemfontein, Republic of South Africa; 4Division Student Learning and Development, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, Republic of South AfricaCorrespondence: Mike Nantamu Kagawa, Department of Obstetrics & Gynaecology, Makerere University, Kampala, Uganda, Tel +256772449613, Email kagawanm@gmail.comPurpose: The workplace is an important element of the learning ecosystem for medical students during their competence development. It offers engagement opportunities that enable students to participate in clinical activities as part of learning in their preparation for future clinical practice. The purpose of this study was to explore the perceptions and experiences of lecturers, administrators, and students of Makerere University College of Health Sciences about the workplace, at Mulago National Referral and Teaching Hospital, as a learning environment for the undergraduate medical students with the ultimate aim of identifying opportunities and challenges to learner competence development in the learning environment for purposes of improvement.Methods: The study design was cross-sectional descriptive with a qualitative approach using key informant interviews for the lecturers and administrators and focus group discussions for the students. The framework method was used to perform thematic data analysis.Results: The workplace was perceived to be well endowed with adequate patient numbers, a suitable case mix and unrestricted access to patients which enhanced competence development. The challenges reported included inadequate resources, such as infrastructure, equipment and supplies and overcrowding, which compromised competence development. The resource challenge appeared insurmountable in the context of two autonomous institutions with divergent planning priorities in terms of teaching, research, and patient care.Conclusion: There were mixed perceptions about the learning environment at the hospital with both enabling and challenging factors on the backdrop of two autonomous institutions with divergent planning priorities in terms of teaching, research, and patient care. In order to improve the workplace as a learning environment, it is imperative that the two institutions find common ground in terms of clinical care, students’ teaching and provision of supplies that are essential not only for patient care but competence development of the learners who are the clinicians of tomorrow.Keywords: workplace learning, learning ecosystem, competence development, medical education

Integrated Science-Technology-Engineering-Arts-Mathematics (STEAM) education, an educational approach that is steadily expanding and bringing positive results within various scenarios, is successfully implemented and promoted in various countries. However, it has often been noted in the specialized literature that the incorporation of the arts into STEAM proposals is often at the service of the other disciplines, in that authentic artistic content is scarce or non-existent. It is therefore necessary to ascertain the place of the arts within this approach, so as to move towards their inclusion in an authentic manner. Thus, with the aim of knowing the characteristics of STEAM educational proposals and determining the impact of integrated STEAM education on the development of artistic competencies, this study presents a systematic review of STEAM proposals within Primary and Secondary Education. The results show the very limited impact of this approach on arts education; although the evaluation of artistic competency development has had positive impacts, it has been contemplated in very few studies. Our conclusions reflect on some necessary considerations with which to achieve an authentic and meaningful integration of the arts within STEAM education, opening the door to a conversation on what was previously a gap in the literature.

Abstract The identification of effects of vocational education and training conditions on competence development in nursing education requires longitudinal studies. An important precondition is the availability of a test of nursing competence which is economical in use, measures a homogeneous construct throughout years of nursing education and across nursing specializations, and can detect increases in the required competence, hence allowing for sensitive testing. This article describes a cross-sectional study that aimed to optimize a computer-based test measuring nursing competence in care for the elderly—the TEMA test—through the selection of items on the basis of measurement error, differential item functioning, and item difficulty. Evidence of the test sensitivity of the optimized TEMA-L instrument is presented for the second and third year of nursing education. The total sample consisted of n = 133 German nursing students from clinical and geriatric nursing. The resulting instrument includes two test booklets consisting of 36 (WLE = 0.72) and 35 items (WLE = 0.70) respectively for the second and third year of training. The cross-sectional data indicate that the test likely has good properties for sensitive testing of nursing competence in a future longitudinal study. Hence, it might be used to study factors contributing to increases in nursing competence in German VET and serve as an example for similar studies in other countries. Limitations of the current study and related subjects of future research are discussed.

The rapid growth of robotics as an applied industry has created a pressing demand for robotics specialists skilled in the development, design, and programming of robots. This has led to the widespread popularity of robotics as an educational trend, both in Ukraine and worldwide. Integrating educational robotics into STEAM education offers a powerful platform for cultivating students’ soft skills, enabling them to tackle real-world socially significant projects and bridging the gap between theoretical knowledge and practical application. Consequently, there is a crucial need to equip pre-service teachers with the necessary skills to effectively teach educational robotics to students. This article addresses the issue of establishing a comprehensive model of competences in educational robotics for teachers and explores strategies for their development. The research demonstrates that pre-service computer science teachers exhibit the highest readiness to teach educational robotics in secondary schools. The article focuses on developing and validating a model of competences in educational robotics for pre-service computer science teachers, highlighting its effectiveness through the teaching of educational robotics disciplines. By fostering competence development among teachers, this study aims to advance the integration of educational robotics in classrooms, empowering students to thrive in a digitally-driven society.

The Newborn Cohort of the German National Educational Panel Study provides longitudinal data for about 3,500 newborns and their families. Starting in 2012, nine annual waves have been published until 2022. The data sets include information on domain-specific and general competencies from standardized tasks/tests with children, observational data on semi-standardized parent-child-interaction, as well as data from parent's and educational institution's interviews/questionnaires. The data is accessible via the Research Data Center of the LIfBi and comprehensively documented (English, German) to be used, e.g., in research on child development, educational trajectories, as well as on facets of longitudinally assessed learning environments. [ABSTRACT FROM AUTHOR]

The teaching and learning needs of the 21st century have changed significantly from those a few decades ago. Changing economic conditions, new technologies, and labor market demands have changed the competency expectations. There is an increasing emphasis on independent creative work, critical thinking, and collaboration. Competence development and effective education of both children and adults is a central issue in pedagogy. An appropriate tool for this is games, which is an internal learning method for man. Playing is a genetically encoded activity that does not need to be taught and is not necessary to encourage in the case of a healthy child. Our research focuses on the methods of game-based education, and we explored what effective teaching and development approaches are there through games and how cognitive skills can be developed. During our work, we develop and test various movement-based and board games, about which we conduct surveys and practical examinations. From this, we have concluded that at the present which are the games that perform best in competency development and individual development in general. The research result here to be presented is based on the Castle of Mind (COM) board game we have created which, besides being an enjoyable game, also functions as an educational aid and development tool. Based on our research results, playing with COM effectively develops concentration, logic, relationship insight, critical thinking, and problem-solving skills. The game is one way to develop competencies effectively and in a lifelike way through playing, which is a very effective development tool. We found that game-based learning is a viable and effective competence development method for both children and adults, provided that the basic rules of the game are contained in the rules or framework of the educational method. [ABSTRACT FROM AUTHOR]

This study investigates the factors that influence how long it takes for master's-level graduate students to find employment. The original contribution stems from questioning whether the structure and content of university programmes play a role in graduates' ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates' employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master's degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates' employability and faster labour market insertion. [ABSTRACT FROM AUTHOR]

This news article summarises several projects that took place between 2010 and 2022, during which some members of the Institute of Archaeology's professional staff were able to take part in lifelong learning partnerships, working closely with a host of organisations from all over Europe on skills development and community heritage. These projects were funded by the Erasmus+ programme. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in E-Learning is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Módszertani Közlemények is the property of Szeged University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The South African trade test is a mandatory end-point assessment that certifies an apprentice to practise as a qualified artisan after a specified period of training. Whereas the manufacturing sector has relied on the traditional trade test to provide assurance of an artisan candidate's required level of competence, recent competence-development studies based on the COMET Model of competence development and measurement have challenged the ability of traditional task-based trade tests to prepare candidates adequately for integrated work processes. Studies in other contexts have shown the potential for COMET-based assessments not only to serve as a means of measuring competence, but also to develop it. This article reports on research that investigated how, through the application of COMET assessments, occupational competencies were developed beyond those measured by the traditional apprentice trade test. A mixed-methods, quasiexperimental approach produced strong evidence that COMET-inspired authentic assessments enhanced learners' levels of competence and developed vocational identity among candidates who undertook such preparation for a trade test. [ABSTRACT FROM AUTHOR]

Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the development of ESD-specific professional action competence for teachers. Applying a mixed-method approach, the specific focus is on the links between supporting or hindering factors that affect pre-service teachers' actual achievement of intended learning outcomes. The findings indicate that both courses increased students' competence—yet, to varying degrees. The 4Cs (personal, professional, social, and structural connections) were revealed as the most significant factors affecting students' learning and should be considered when designing course offerings in Teacher Education for Sustainable Development (TESD) with the goal to develop students' knowledge, skills, and attitudes. [ABSTRACT FROM AUTHOR]

This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals' specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., "Gymnasium"). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students' educational careers. [ABSTRACT FROM AUTHOR]

Background: The aim of nursing education in Germany is the development of different competences, including professional identity. To promote this, the use of collegial consultation in the form of collegial advice is recommended. How collegial advice affects the development of competences and professional identity, and which didactic and organizational framework conditions are favorable for this have not yet been conclusively clarified. Objectives: The aim of the study is to determine how collegial consultation affects the development of competence and professional identity of student nurses. Enabling and hindering factors for the success of collegial advice will be identified. Design/ Participants: A mixed-methods study with 25 student nurses who completed training in collegial advice and then regularly engaged in collegial advice for one year. Methods: A content analysis from four focus group interviews using a category system developed for this purpose. Results: This article reports the development of the category system necessary for the content analysis with examples. The resulting categories are presented. Conclusions: The category system has high objectivity, reliability, and validity. It contains links to competence and identity research in the care sector. A suitable instrument has been developed for further evaluation of the focus group interviews. [ABSTRACT FROM AUTHOR]

To meet the changing competence requirements for employees in engineering professions, education and training need to adapt accordingly. Learning factories offer various possibilities to design or integrate practice-oriented learning into training measures. Whether this approach in fact facilitates learning and competence development is rarely investigated. For this reason, the objective of this scoping review is to analyze and summarize the existing empirical findings on learning success and competence development in learning factories regarding their evaluation methods and results. Following standardized guidelines (PRISMA, JBI) for scoping reviews, 12 databases were researched. The literature screening led to the identification of 24 publications included in the final analysis. The results indicate that a variety of evaluation methods are used to assess learning and competences at learning factories and that criteria of all four competence facets (professional, methodological, social, and self-competence) can be enhanced at learning factories in general. As many of the identified studies show potential for improvement regarding the quality of the used methods and analysis of results, further studies on these topics are needed. Evaluations should be integrated into all training measures at learning factories to ensure learning success and competence development and to be able to readjust design, structure, and didactics where necessary. [ABSTRACT FROM AUTHOR]