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PhD graduates often face significant hurdles when shifting from academic research to industry positions. Challenges can arise from a disconnect between the skill sets developed in university and those prized in industry settings. To address this issue, this study examines the crucial competences necessary for PhD graduates to make a successful transition from academia to industry. Grounded in Competency-Based Theory (CBT), the research involved qualitative data collection through semi-structured interviews with 26 participants from the Australian Postgraduate Research Intern program. The paper proposes the PCAP framework as an innovative tool for managing PhD internships. It delineates four interactive clusters of competences: PhD competences (P), Contextual competences (C), Adaptation competences (A), and Project Management competences (P). The paper argues that proficiency across these interactive clusters is indispensable for PhD graduates aiming for a seamless transition into industry roles. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Background: This article reports on a study that investigated data professionals in health care. The topic is interesting and relevant because of the ongoing trend towards digitisation of the healthcare domain and efforts for it to become data driven, which entail a wide variety of work with data. Objective: Despite an interest in data science and more broadly in data work, we know surprisingly little about the people who work with data in healthcare. Therefore, we investigated data work at a large national healthcare data organisation in Denmark. Method: An explorative mixed method approach combining a non-probability technique for design of an open survey with a target population of 300+ and 11 semi-structured interviews, was applied. Results: We report findings relevant to educational background, work identity, work tasks, and how staff acquired competences and knowledge, as well as what these attributes comprised. We found recurring themes of healthcare knowledge, data analytical skills, and information technology, reflected in education, competences and knowledge. However, there was considerable variation within and beyond those themes, and indeed most competences were learned "on the job" rather than as part of formal education. Conclusion: Becoming a professional working with data in health care can be the result of different career paths. The most recurring work identity was that of "data analyst"; however, a wide variety of responses indicated that a stable data worker identity has not yet developed. Implications: The findings present implications for educational policy makers and healthcare managers. [ABSTRACT FROM AUTHOR]

The practical training of nursing students is conducted by mentors and teachers. Mentoring during training is an effective training method to achieve a high level of professional training. 110 students from the first to the fourth year of the "nursing" specialty course of the Faculty of Medicine, Thrace University - Stara Zagora participated in the anonymous survey conducted in the period 2022-23. The limits of the study are determined by the personality of the respondents and their subjective understandings and perceptions of the mentor's qualities. Findings and conclusion: The "ideal" clinical practice teacher should be demanding and ethical (100%), communicative (97.2%), responsible (96.3%) and disciplined (93.6); to have excellent theoretical and practical training (85.5%), individual approach to patients and students (80.1%), and teamwork skills (72%). According to 54.9% of students, mentors positively influence them, while 40.6% are partly influenced to increase interest in studying the specialty. Students appreciate the significant role of the clinical practice mentor in their professional training.. [ABSTRACT FROM AUTHOR]

Objective: The employability of Iranian graduates with a master's degree in translation is a significant concern that requires thorough examination. A critical factor influencing the competences and employability of these graduates is the curriculum implemented by academic institutions. This study specifically examines the effectiveness of the curriculum offered by Iranian universities for M.A. students Insights were collected from translation instructors at branches of Islamic Azad University in Tehran, public universities, senior M.A. translation students, freelance translators, and in-house translators. Methods: Data collection was done using a questionnaire with a five-point Likert scale, ranging from Strongly Disagree to Strongly Agree. The questionnaire, consisting of 24 items, focused on competences outlined in the EMT network (2017), including language and culture, translation, technology, personal and interpersonal, and service provision competences. Results: The results indicated that while the curriculum contributes to language and culture competence and translation competence, it lacks in developing other crucial competences like technology, personal and interpersonal, and service provision competences. This finding highlights a gap in the curriculum's ability to nurture all competences outlined in the EMT network. Conclusions: As a result, it can be concluded that the structure of translation training programs does not align well with the competences and job opportunities for M.A. graduates. Addressing these shortcomings is essential to ensure that graduates have the necessary skills and competences to effectively meet the demands of the translation profession. [ABSTRACT FROM AUTHOR]

Introduction: An important concern of research about self-regulated learning is to determine the most effective methods for its instruction in different educational settings. This also happens in foreign language learning as improving proficiency is challenging for students and self-regulation has proven effective in different educational levels. Methods: A quasi-experimental study was designed with a treatment and a control group, and pre- and post-test for 70 undergraduate students majoring in English as a foreign language at a Chilean university. A 10-week intervention was conducted to develop self-regulation during emergency remote teaching. Results: Findings revealed that the intervention, as implemented in the study, was successful in improving self-regulated learning, and in participants' recognizing the practical utility of tools acquired. On the other hand, while the level of engagement remained similar after the intervention, this was seen as a protective effect of the teaching-learning strategy on motivational states. Discussion: This research underscores the importance of self-regulated learning training in higher education to allow for students' autonomy and agency, as well as connectedness with instructors and peers, especially during the harsh teaching conditions of sanitary confinement. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to reveal the most important transversal competences for accountants on various levels in the context of Industry 4.0 in Poland. Design/methodology/approach: The purpose is fulfilled by analyzing the competency requirements from job advertising using the methods of descriptive and mathematical statistics. Findings: The empirical part shows the dominance of hard finance and accounting competences, followed by data analysis and management ones. It was also revealed, that personal competences are not the crucial ones, similar to the ability to use foreign languages. Research limitations/implications: The data were collected from only one online job portal. In the future analysis of bigger data set are planned, together with identifying the barriers for competence groups and international comparative study. Practical implications: Candidates will know what to focus on while applying for the job, and employers gathered a good source of benchmark for their job advertising. Originality/value: The paper focuses on a specific set of competences for accounting jobs. [ABSTRACT FROM AUTHOR]

La legislación es el eje vertebrador de la política educativa. En función de lo que estipule la normativa educativa se aplicarán unos principios u otros. Este trabajo de investigación emplea un diseño cualitativo, basado en el análisis de contenido de la normativa vigente en España, en materia educativa. Para ello se han seleccionado todas las leyes orgánicas, ordinarias, decretos legislativos, decretos-ley y órdenes ministeriales que afecten total o parcialmente al sistema educativo español. Los principales hallazgos de esta investigación ponen de relieve, por un lado, que el sistema de evaluación educativa ha evolucionado de una evaluación centrada en los conocimientos teóricos a una evaluación centrada en las competencias que el alumnado ha de adquirir en cada etapa educativa; y, por otro lado, que existe una excesiva producción normativa en el campo educativo español, lo que provoca alteraciones en los diferentes subsistemas que conforman el sistema educativo Abstract Legislation is the backbone of education policy. Depending on what the educational regulations stipulate, certain principles will be applied. This research work uses a qualitative design, based on a content analysis of the current legislation in force in Spain in the field of education. For this purpose, all the organic and ordinary laws, legislative decrees, decree-laws and ministerial orders that totally or partially affect the Spanish education system have been selected. The main findings of this research highlight, on the one hand, that the educational assessment system has evolved from an assessment centred on theoretical knowledge to an assessment centred on the competences that students must acquire at each educational stage; and, on the other hand, that there is an excessive production of regulations in the Spanish educational field, which causes alterations in the different subsystems that make up the educational system

Purpose – This paper studies the impact of certain characteristics of companies to training programs in the Industry 4.0 (I4.0) context. Partial objective is to rank the main human barriers companies have to overcome so that they can digitalize. Design/methodology/approach – To accomplish the objectives, a closed-ended questionnaire was sent to Slovak and Italian companies and analyzed using statistical nonparametric tests. The partial objective was achieved using the so-called Henry-Garrett’s ranking method. Findings – Results show the significance impact of companies’ characteristics such as foreign participation and company dimension on training practices whereas economic situation (financial health) seems not to influence it. Research limitations/implications – The study may lack generalizability as only 102 answers were collected. Perhaps, the outcome would be different with another sample from other countries. Moreover, using closed-ended questions, certain features may not have been covered. Practical implications – Companies should always guarantee training for the resulted benefits. It is fundamental for organizations to find a time gap, resources and professionals who can teach these programs. Even when companies are incurring financial problems they should do so since human capital development can increase their competitiveness. The most critical barriers should be carefully addressed by companies. Training can help to overcome I4.0 barriers related to Human Resources (HR) and contribute to its growth. Originality/value – This paper gives insights of the impact of certain characteristics of companies to the training programs. Because past research has limited their analysis on the identification of barrier, its novelty lies in the attempt to rank the most significant barriers among those detected by other authors in previous research.

Membership of a particular generation can be a significant indicator in guiding activities that involve sustained inter-human collaboration, such as those carried out in the education system. The skills training and humanistic values education activities in formal education are thus geared to meet the specific developmental needs of Generation Z students.

In recent decades, great importance has been attached to teaching that promotes an active role of students in the learning process, and therefore the development of critical and divergent thinking in the teaching process. The aim of the research approach is to encourage students to independently investigate, discover, conclude and thus arrive at knowledge with the appropriate instructions of the teacher. For this research, we aimed to examine the educational practice of teachers in the implementation of the research approach in teaching Nature and Society. The purpose was to find out how familiar the teachers are with the concept of research approach, as well as to provide insight into teachers’ competences and motivation, the frequency of their implementation of the research approach in teaching Nature and Society, and the interaction patterns and teaching methods they use. The results show that The World Around Us and Nature and Society syllabuses sufficiently (60%) provide instructions for content study through research work, and that teachers acquired a solid amount of knowledge about the application of this way of working during their education (69.4%). More than 80% of teachers believe that they have the competence to plan and implement a research approach in teaching. The results also indicate that when implementing the research approach, teachers use interaction patterns and teaching methods that enable greater student activity. Despite the above said, this research approach is not sufficiently applied, and the explanation provided is the lack of time and resources needed for research.

Objectives The impact of the COVID-19 pandemic on all areas of human life has been great. The prevailing disease also turned out to be a challenge for managers and the entire educational environment, which is the genesis of this article. Therefore, the aim of this article is to compare interest in the issue of improving managerial competences in the period before and after the Covid-19 pandemic and to draw conclusions in this area. Material and methods The article contains a presentation of the results of research relating to the need to improve competences by the management staff of the organization before the pandemic (2018) and after its end (2022). The research covered middle-level managers and small business entrepreneurs. Results The obtained results prove that it is necessary to constantly adapt to new market conditions and requirements, and new competences are indispensable in order to do so. Respondents see the need to improve the level of their knowledge, opting for forms that will not absorb them excessively (e.g. self-improvement). The respondents emphasize the need to know international issues and law, and the main inspiration for improving competences is the changeability of the company's operating conditions and concern for its fate. The COVID-19 pandemic emphasizes that, especially in such circumstances, improving managerial competences is indispensable. Conclusions The obtained results undoubtedly show significant changes that have taken place in the way of performing professional functions, including managerial ones and shaping the competencies of managers, but also the complexity of the analyzed phenomenon and the problems articulated in this area. The analysis carried out and its results constitute an important guideline for management practice, mainly in relation to people holding managerial positions.

Objective: to define the content of concepts that formalize the problem area of the modern social and labor relations (SLR) and to offer a solution to the problem of SLR regulation from the viewpoint of rationalization factor.Methods: content analysis and systematization of scientific publications, including logical, comparative and contextual analysis; methods of dialectical cognition, system analysis and synthesis, SWOT-analysis, and modeling; structural and system-functional approach.Results: based on the analysis of foreign and Russian publications on various aspects of the SLR definition and development, the author formulated the content of concepts reflecting the said phenomenon in the logic of changes, problems and solutions. The problem area of the modern SLR interpretation was outlined, within which the rationalization potential of the labor subjects activity is not differentiated, which makes it difficult both to formalize certain modern problem aspects and to formulate relevant corrective proposals. A solution was developed that takes into account the resource of economic thinking of individuals with bounded rationality; this allows supplementing the essential construction of the rationalization concept in the context of labor activity. Using the established theoretical and methodological toolkit, the author reveals the possibilities to improve the labor agents’ adaptability under the changes in SLR and to promote the constructive interaction of SLR subjects in general. The article shows potential directions of scientific search concerning the activity of labor actors as subjects of rationalization under the changes.Scientific novelty: the article develops the concept of labor rationalization as a function of systemic economic thinking, which allows compensating for limited rationality and thus increasing constructive interaction of SLR subjects.Practical significance: the provisions developed in the article can be used in research work when considering the issues of SLR and labor rationalization and in educational activities from the viewpoint of the established competence model.

Les droits des victimes des crimes d’agression révèlent une facette bien particulière de la réparation. Très souvent à travers des nombreuses études, on a souvent relevé la complexité des réparations dues aux victimes des crimes internationaux et on a fait peu cas de victimes des crimes d’agression. C’est ainsi que pour mieux cerner la question et présenter les réponses idoines, il est impérieux de comprendre la complexité autour de l’exercice de la compétence du crime d’agression par la Cour Pénale Internationale, qui cache plusieurs craintes et inquiétudes à même de désamorcer les faiblesses du statut de Rome, en permettant le dénouement tant espérer de cette situation et d’espérer, enfin, le premier procès des victimes des crimes d’agression aboutir aux réparations.

Aim Methods Results Conclusion To update the competences and learning outcomes and their evaluation, educational methods and education quality assurance for the training of contemporary specialists in periodontology, including the impact of the 2018 Classification of Periodontal and Peri‐implant Diseases and Conditions (2018 Classification hereafter) and the European Federation of Periodontology (EFP) Clinical Practice Guidelines (CPGs).Evidence was gathered through scientific databases and by searching for European policies on higher education. In addition, two surveys were designed and sent to program directors and graduates.Program directors reported that curricula were periodically adapted to incorporate advances in diagnosis, classification, treatment guidelines and clinical techniques, including the 2018 Classification and the EFP CPGs. Graduates evaluated their overall training positively, although satisfaction was limited for training in mucogingival and surgical procedures related to dental implants. Traditional educational methods, such as didactic lectures, are still commonly employed, but they are now often associated with more interactive methods such as case‐based seminars and problem‐based and simulation‐based learning. The evaluation of competences/learning outcomes should employ multiple methods of assessment.An update of competences and learning outcomes of specialist training in periodontology is proposed, including knowledge and practical application of the 2018 Classification and CPGs. Harmonizing specialist training in periodontology is a critical issue at the European level. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists 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 Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education 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 Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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 Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU 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 Oeconomicus is the property of Znanstvena Rijec d.o. 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.)

Purpose: The article's primary goal is to identify important competencies of different generations essentials at remote work based on COVID-19 pandemic opinions and experiences. Design/methodology/approach: The research was quantitative, using an original survey questionnaire. Frequency and percentage statistics, coupled with descriptive parametric analyses, were utilized in the statistical assessment. The Kruskal-Wallis test and hierarchical clustering analysis were fundamental to the research methodology. The target sample included 690 participants representing four generations (BB, X, Y and Z) working remotely during the pandemic. Findings: The results of the research show that: the essential competencies in remote work are the ability to manage one's own time, independent problem solving, openness to new technologies, and high motivation and commitment; different generations have differences in the assessment of competencies that are desirable for remote work; in the vast majority of cases, the importance of competencies that predispose an employee to remote work increases with age. Research limitations/implications: Given the constraints of the research sample, it is imperative to exercise caution when generalizing the research outcomes. Practical implications: The authors recommend to HR departments and managers: develop remote work patterns that are adequate to the employees' competencies, needs, and expectations; ensure the quality and effectiveness of intergenerational communication during remote work. Moreover HR should take care of the development of those competencies whose role and importance in remote work were rated the highest in respondents' opinions - the ability to manage one's own time, independent problem-solving, openness to new technologies, and high motivation and commitment. This research underscores the importance of formulating appropriate training policies and human management strategies. Originality/value: This paper is original and presents a suitable contribution to human resource management theory and practice. The results presented in the paper are new. This study offers insights into areas necessitating support and underscores the importance of formulating appropriate training policies and human management strategies. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify and evaluate factors determining the development of future competences of a military logistician. The problem is more precisely formulated as a question: what competences should the personnel responsible for the logistical support of the armed forces have and how should they be developed effectively? Design/methodology/approach: A range of methods are employed, led by analysis and synthesis, literature research, abstract thinking, and inference. Diagnostic polling serves as the empirical method. Findings: The obtained research results allowed for the identification of the five key competences necessary at present to realise logistical support of the army: decision-making and problem-solving; cooperation and communication in a team; ability to adapt; linguistic competences; modelling and optimisation of logistical processes. Research limitations/implications: The future competences of the military logistician should be considered in three principal areas: cognitive, digital and technical, and social. In order to develop the future competences of military logisticians, a wide-ranging cooperation of military universities and educational centres with civil institutions. There is an urgent need to start work on the development of and continuous improvement to a model for developing military logisticians competences. Practical implications: The results of the research make it possible to focus efforts in the process of preparing the logistics personnel of the armed forces on the competences of the future, which determine the effective implementation of the tasks of securing and supporting the logistics of troops. Social implications: The results of the research are crucial for the military logistics community by delineating key competencies for military logisticians. Originality/value: The review and analyses performed enrich the existing literature on the future competences of military logisticians, while the findings presented can serve as a starting point for further research. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana 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 Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana 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.)

Digital literacy plays a crucial role as part of modern-day citizenship and modern life in general. There are a lot of social work practitioners who lack the digital skills or attitudes to fully benefit from the opportunities created by digital technologies for delivering quality youth work. Social workers see digital media only as social media. Their understanding of the possibilities of digital media and technology should be widened (European Commission, 2018). The goal of the article is to discuss the development of digital competence of future social workers needed in uncertain times during the implementation of European Joint Master programme in Social Work with Children and Youth (ESWOCHY). ESWOCHY is a project funded by Erasmus Mundus in 2020 and it is implemented by four Consortium partners: MRU (LT), RSU (LV), CUR (SK), and ISTCE (PT). ESWOCHY seeks to prepare highly skilled professionals, supporting human dignity and cultural heritage. The main areas for increasing competencies of social workers in working with children and youth where one of the most important is digital competence. The article shares the experiences and reflections of Consortium partners and discusses in depth how digital competence of future social workers are developed in ESWOCHY. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Design/methodology/approach: Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. Findings: It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Research limitations/implications: Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. Practical implications: The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. Social implications: This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. Originality/value: This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals. [ABSTRACT FROM AUTHOR]

Competence-based approaches have received increased attention, as the demand for qualified people with the right combination of competences establishes itself as a major factor of organizational performance. This paper examines how competences can be incorporated into Enterprise Architecture modeling: (i) we identify a key set of competence-related concepts such as knowledge, skills, and attitudes, (ii) analyze and relate them using a reference ontology (grounded on the Unified Foundational Ontology), and (iii) propose a representation strategy for modeling competences and their constituent elements leveraging the ArchiMate language, discussing how the proposed models can fit in enterprise competence-based practices. Our approach is intended to cover two tasks relevant to the combined application of Enterprise Architecture and Competence Modeling: 'zooming in' on competences, revealing the relations between competences, knowledge, skills, attitudes and other personal characteristics that matter in organizational performance, and 'zooming out' of competences, placing them in the wider context of other personal competences and overall organizational capabilities. An assessment of the representation is offered in the form of an empirical survey. [ABSTRACT FROM AUTHOR]

The article presents modern aspects in organizing and conducting research training. The application of different innovation models in education space, incl. "Inquiry-based learning" reflects on the selection of methods, forms, resources and the way of organizing the educational process. They are analyzed the peculiarities of educational research and the possibilities for its implementation in the content framework of the study on the subject Technology and entrepreneurship in general secondary education in Bulgaria. The methodology and technology of the educational experiment is clarified, with the application of activity-oriented and creative approach. Through research training, a combination of training is realized in technology and entrepreneurship, with conducting educational experiments with scientific research directionality. At the heart of the research projects is the concept of active learning realized by involving students in learning experiments. Participation in research and practical experience activity, gives them the opportunity to raise scientific theses, collect evidence and search for solutions, yes prove statements with scientific facts within learning projects. The algorithm of organization and implementation of educational and research projects in the educational practice of technological training is presented. The main types of experimental work are analyzed accordingly the educational content, within the different organizational forms of training. Especially attention is paid to the specifics and modern digital transformations of an educational environment for conducting learning experiments. The methodological possibilities of the use of active learning strategies combined with STEM (Science, Technology, Engineering, Math), for forming research skills and increasing students' interests in research activity. The requirements for the general, research and digital competence of the teacher of technology and entrepreneurship in the organization of the interactive educational environment and the necessary material base for conducting educational research are increased. They are presented in the article the results of a survey of current and prospective research training attitudes teachers in technology education. Theoretically justified conclusions are made regarding applicability of educational research and research methods by teachers. Outline are the educational benefits of implementing educational and research activities at school, as well as some contemporary trends and issues accompanying research technology education [ABSTRACT FROM AUTHOR]

Résumé: Les auteurs font appel à l'apprentissage profond et au traitement du langage naturel pour construire des indicateurs de compétences et de distance professionnelle comparables entre pays, qu'ils utilisent pour produire des faits descriptifs sur les transitions professionnelles et la distribution des salaires au Brésil. À partir de données sur l'ensemble des contrats de travail formels conclus entre 2003 et 2018, ils constatent que les travailleurs mobilisant surtout des compétences cognitives non routinières sont mieux lotis en termes d'emploi, de salaire et de transition professionnelle. Ils observent des signes de progrès technologique biaisé et de polarisation de l'emploi après la crise économique brésilienne de 2014. [ABSTRACT FROM AUTHOR]

Teachers are the pillar for the development of inclusion. Hence, their initial training becomes a matter of relevance for the success of creating inclusive schools. This work contributes to the achievement of the Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The other objectives were to delimit the competences in inclusive education for teachers and analyse the perception of future teachers in the acquisition of IE competences in the context of university classrooms and internship centres. This research was carried out with 315 students from Catalan public universities through a questionnaire to assess their perception of these competencies. The results show that competences related to leadership in educational environments, inclusive values, or the identification of the students' abilities are being developed in internship centres. However, the university classroom context lead to the development of competences related to cooperative learning and assessment. In addition, there are significant differences between students who follow specialised teacher training in special needs and those who do not follow it. In conclusion, there is a need to extend specific training to all students and for a greater interrelationship between the training for developing competences in both contexts. [ABSTRACT FROM AUTHOR]

The purpose of the study is to substantiate the principles of the formation of students' competencies in the circular economy in the pedagogical and ecological aspect, taking into account the achievement of the sustainable development goals. The methodological basis of the research is the systematic approach, which in pedagogy is aimed at revealing the value of pedagogical objects, identifying their various forms, components, types and relationships between them, which makes it possible to present the acquisition of competences among students for activities in the conditions of the circular economy as a whole presentation of actions using various forms, methods, means of teaching students in heigher education institutions. In the article, the epistemology of social challenges in the direction of achieving the sustainable development goals due to the implementation of the principles of the circular economy and the need in this context for the formation of relevant competencies of students of higher education institutions is substantiated. The characteristics that should correspond to the competence of the circular economy according to the characteristics of the integrated quality of the individual have been determined. The components that form the competences of the circular economy have been identified, which include: axiological, cognitive, practical-technological, and institutional. [ABSTRACT FROM AUTHOR]

This article approaches related current tendencies with the demographic changes and their significant effects in the population worldwide aging, with a particular focus about the context of Cuba and Mayabeque. The purpose of this research is to systematize the theoretical and methodological foundations of gerontological and Gerontagogical knowledge management through continuous education in Higher Education. The study identifies the growing need for learning among professionals throughout their educational processes, both at the undergraduate and postgraduate levels, with the aim of acquiring knowledge, skills, and values that enhance communicative competencies in academic, research, and professional contexts. This, in turn, enables professionals to make an impactful intervention as social actors, facilitating the active and inclusive participation of all citizens in the sustainable transformations and demands inherent in aged society. The theoretical and methodological contributions of this study represent a scientific novelty and an updated approach to the conception of gerontological and gerontagogical knowledge management declared. The research underscores the importance of this topic and suggests its suitability for future studies, emphasizing its currency, relevance, and feasibility for further research. [ABSTRACT FROM AUTHOR]

The article examines opportunities and challenges for the application of a competence approach in extracurricular artistic and creative nonformal activities . The essence of key competences for lifelong learning is clarified. The essence of the artistic and creative activities according to interests for children and adults has been explained. Specific possibilities for the formation of each of the competences by involving children and young people in artistic and creative nonformal activities are described. [ABSTRACT FROM AUTHOR]

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The success of universities is heavily dependent upon the efficient management of the learning environment. The students, who are the principal customers of these institutions, are the guarantors of their survival. In this context, students' satisfaction with their education experience is fundamental. To achieve success and maintain competitiveness, universities must identify the key aspects that are important to their students. In the literature, the importance of generic or transversal competence/capacity development in student satisfaction as a motivational factor, using Herzberg's theory has yet to be analysed. This study fills this gap by highlighting its importance. It represents an important advance in the investigation of the hygiene and motivational factors that affect student satisfaction and loyalty. The objective is to analyse the antecedents of the students' satisfaction, including the acquisition of competences, in a post-pandemic and energy-crisis scenario in which the teaching conditions must adapt to the environmental and human factors. The sample is comprised of 548 valid surveys taken from three Spanish public universities. SmartPLS software was used to analyse the results. Based on Herzberg's model, the results show that the acquisition of competences and capacity development, as a motivational factor, together with the teaching methods, the teaching staff involved, the course management and class facilities and infrastructure as hygiene factors are antecedent variables of student satisfaction. The fulfilment of students' expectations is also a predictor of student allegiance to the higher education institution where they study. All stated hypotheses are supported. It should be remembered that if the hygiene factors ''work'', the most you can hope for is not to let students down, not to lose them. In addition, for them to behave as prescribers and to have a full experience that is subsequently recommended, it is necessary to pay attention to motivational factors.

In short, the current status of the HPC ecosystem in Bulgaria includes diverse modern hardware (including two supercomputers from the TOP500 list – Discoverer and HEMUS, as well as multiple HPC clusters), and extensive expertise in HPC and the adjacent fields. The competencies and expertise were acquired during a multitude of successful EU projects, as well as leadership and participation in high-profile national programmes and projects with industry/SMEs. Experience in negotiating and managing contracts with different sources of funding and for the use of both equipment and expertise has been gathered. In this paper, we discuss the new developments in the HPC Ecosystem, supported by the acquisition of the HEMUS supercomputer in 2023, as well as our design choices and optimization approaches.

Introduction: The culturally different patient is still a new task for nursing staff. In order to realise competent and effective care for a patient from a different culture, the nurse must be able to recognise her own cultural filters, communication barriers, cultural differences, the sometimes different value system and its relevance to the patient's quality of life Objective of the study: The aim of this study is to illustrate the communication barriers in caring for a culturally different patient in a selected group of nursing staff and to contrast them with the cultural competences possessed by this group. Material and method: 127 nursing staff of one of the Podkarpackie hospitals were studied. A diagnostic survey with an author's survey questionnaire and the Polish version of the Cultural Competence Scale of Medical Personnel were used. Results: Individuals with higher cultural competence in behaviour were better able to cope with communication barriers in terms of language differences and non-verbal communication. Higher cultural competence in patient-centred communication was associated with better coping with barriers in terms of cultural differences and non-verbal communication. The higher the cultural competence in practice orientation, the lower the coping with excess emotions or information and the worse the coping with the patient's culture and values conflicting with the patient's own culture and value system. Those who scored higher on the self-assessment of cultural competence simultaneously coped better with barriers concerning language differences. Those who showed higher awareness and sensitivity with regard to cultural competence coped less well with emotional excess. Conclusions: Relatively good levels of problem solving related to communication barriers are not always accompanied by full cultural competence.

This study addresses competences of the Open Scholar. It draws on a theoretical framework reaching out to sustainability education, responsibility and activity theory to describe competences. Competences of the Open Scholar are understood within the context of Higher Education institutions’ three missions: teaching, research and service to the community. The systematic literature review of three key concepts, Open Educator, Open Researcher and Open Scholar performed on a total of 811 articles between 2011 and 2023 as well as the content analysis performed on 10 competence frameworks highlight a dearth in epistemic competences. To fill this gap, the study raises awareness of the importance of initiating the development of scholars’ capabilities in areas that can enable them to ask questions at the level of purpose and paradigm. Capabilities to address these deeper levels are presented as a way of enhancing the responsibility of scholars. Responsibility is framed in-line with its Latin root, respondere, i.e., providing a response and drawing on a semantics of care, respect and concern (instead of the foregrounded framing of responsibility in terms of subjectivity, power and causality). Furthermore, identifying not-yetness and addressing uncertainty are presented as key competences of the Open Scholar.