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Recently, several articles have reflected on the existence of microorganisms in supporting the life and health of living creatures as the beginning of the emergence of microbiology literacy. In the curriculum, understanding the activity of microorganisms has been studied from pre-school, elementary school, and middle school to college. The presence of microorganisms is often associated as a cause of disease. As a result, most students know the negative impact of microorganisms but have not discovered the fundamental role of microorganisms in their lives. Special attention needs to be given as a form of effort to strengthen microbiology literacy. Several studies state that students have an important role in disseminating the concept of sterilization, maintaining a safe distance, and using masks as generally applicable protocols during the pandemic. Therefore, with the aim that microorganisms have an important role, both directly and indirectly and to curb negative perceptions of microorganisms, we propose microbiology competencies among biology education students, who are future teaching candidates. This article identifies the complex challenges of 21st-century microbiology learning and the OECD framework. This approach includes the use of pedagogical interventions with the main objectives: (i) knowledge (to teach fundamental microbiology knowledge, (ii) skills (to increase awareness in recognizing and solving real-life problems), and (iii) attitudes and values (to explain the contribution of microbiology in supporting life).

Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design with 68 secondary students in Hong Kong, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. With descriptive aims, a mixed research methodology was designed using quantitative and qualitative data collection instruments. Among the findings, it is argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students' agency and provide educators with guidance in Secondary Education and beyond. [Note: The page range (190-203) shown on the PDF is incorrect. The correct page range is 190-202.]

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

The purpose of the study is to investigate school counselors' support of youth experiencing homelessness going to college. Using survey methods, school counselors reported their knowledge, perceived competence, advocacy, and actions related to supporting students experiencing homelessness in their college preparation. The results suggested that training and the number of students experiencing homelessness on counselors' caseloads were significantly related to their knowledge and competence. Knowledge, competence, and advocacy all impacted the number of interventions utilized by participants. The implications of these results for school counselors and counselor educators are discussed.

Within the field of K-2 computer science (CS) education, unplugged computational thinking (CT) activities have been suggested as beneficial for younger students and shown to impact young students' skills and motivation to learn about CS. This study sought to examine how children demonstrate CT competencies in unplugged sequencing tasks and how children use manipulatives to solve unplugged sequencing tasks. This case study approach examined two unplugged sequencing tasks for six children ranging from ages five to eight (pre-kindergarten to 2nd grade). Children showed evidence of several CT competencies during the sequencing tasks: (1) pattern recognition, (2) algorithms and procedures, (3) problem decomposition, and (4) debugging. The strategies and use of manipulatives to showcase CT competencies seemed to evolve in complexity based on age and developmental levels. Taking into account children's abilities to demonstrate CT competencies, this study suggests that sequencing is a developmentally appropriate entry point for young children to begin engaging in other CT competencies. In addition, these unplugged sequencing tasks can also be easily integrated into other activities commonly experienced in early childhood classrooms.

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

Translators are expected to have expertise and experience in the relevant field. For this reason, the study aimed to examine the professional competence, academic self-efficacy and intercultural communication competence perceptions of translator candidates on a relational basis. In this research, the relational screening model, one of the quantitative research approaches, was used. The sample of the study consists of student translators who are studying or have recently graduated from public universities in Kazakhstan. In this context, 214 translator candidates who studied at 4 different state universities in Kazakhstan and graduated in the 2023 academic year were included in the research. 'Translator Professional Competence Scale', 'Academic Self-Efficacy Scale' and 'Intercultural Communication Scale' were used as research data collection tools. Descriptive analyzes and structural equation modeling analyzes were carried out using SPSS 25.0 and AMOS 24.0 programs. According to the research findings, it was found that the professional competence, academic self-efficacy and intercultural communication competence of translator candidates in Kazakhstan were at medium levels. According to SEM analyses, the academic self-efficacy and intercultural communication competencies of translator candidates significantly affect their professional competencies, both separately and together.

Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > 0.80, a significance of p< 0.05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.

Students' readiness to learn politics is an important thing to consider nowadays. By encouraging positive emotions and good intrinsic learning motivation, students can prepare themselves well to learn this discipline. This study examines how self-regulated learning, competence, autonomy, relatedness, positive emotion, and intrinsic learning motivation affect political learning preparation in students. Additionally, information literacy is explored as a moderating variable on the association between positive emotion and political learning readiness, as well as intrinsic learning motivation and political learning readiness. Data were collected from 422 university politics students. Researchers first utilized SPSS to see the distribution of good data, then the SEM model and SmartPLS version 4. The study found no correlation between autonomy and intrinsic learning readiness. Other hypotheses in this study were tested and shown to be beneficial. Testing the interaction model shows that information literacy boosts positive emotions and learning motivation on political learning readiness.

Generic competency development activities (GCDAs) help students develop critical thinking, problem-solving, innovation, creativity, communication and social skills. This study evaluated students' acceptance of a machine learning-assisted recommendation system (MARS) developed to recommend GCDAs for students in a higher education institution. This study adopted a quantitative approach to evaluate the higher education students' perceived usefulness of MARS based on a new appropriate model derived from three widely used models related to technology adoption and leisure activities. In August 2023, the participants of orientation for freshmen were invited to complete an online questionnaire after they tried MARS. 351 valid responses were analyzed using multiple regression. The results revealed that the students positively perceive accepting MARS as a useful tool for choosing GCDAs and indicated the students' perceptions were affected more by their programs of study, career development and personal interests than by social influence and facilitating conditions on their selection of GCDAs. These findings based on the new model provide implications for the implementation of education technology for generic competency development.

Speech-language pathology graduate admission committees frequently try to identify candidates who will succeed academically and clinically in graduate school while ensuring career readiness. This retrospective study focused on graduate admission criteria and student academic and clinical outcomes for eighty students who completed a graduate program in speech-language pathology from 2016 to 2020. Statistical analysis was used to determine if relationships existed between traditional admission criteria and students' academic and clinical outcomes. This study found the objective admission variables (i.e., undergraduate GPA and GRE scores) significantly correlated with academic outcomes. Specifically, undergraduate GPA (uGPA) correlated to graduate GPA (gGPA), and the GRE scores correlated to Praxis speech-language score. No correlation was found between non-cognitive (objective) admission criteria and student academic or clinical outcomes.

Purpose: This study seeks to review the literature on contemporary science, technology, engineering, and mathematics (STEM) education practices to frame approaches that can be used to prepare STEM pre-service teachers. Design/methodology: This study used a systematic literature review guided by PRISMA 2020 statement. Following some eligibility criteria 79 studies were selected for synthesis. Data were analysed qualitatively, and Excel spreadsheet was used for the quantitative aspects. Findings: This synthesis revealed diversity in the conceptualization of STEM education. Despite a lag in global STEM education research, countries such as South Africa and Tanzania have published research areas like STEM education practices, STEM teacher education, and technology adoption for STEM education. The synthesis also showed that aspects of policy, instruction, STEM-teacher professional development, STEM teacher education approaches, student activities, and the nature of support for STEM education are important considerations for developing effective models for framing pre-service teacher preparation. Originality/value: This study is the original work of the researchers. The study draws from global STEM education practices and assesses the geographical distribution of literature on STEM teacher education practices in African countries to frame a six-point approach that can be used to enhance effective STEM teacher education practices.

Most research on self-determination theory applications in education focuses on competence and autonomy (Wigfield et al., 2019; Vallerand, 2000). After reviewing its mini theories and relevant recent research, this study argues that relatedness is central to motivation in higher education, as seen in a social context. Specifically, through relatedness, students are presented with alternatives to make choices. Such experience prescribes an internal perceived locus of causality, protects students from falling "prawn" to extrinsic motivation, and consequently improves intrinsic motivation (Deci & Ryan, 1985, p. 154). The hypothesized model is tested using PROCESS macro (Hayes, 2013) based on survey responses from 107 Chinese students regarding learning autonomy and intrinsic motivation, and the results show that relatedness has a complete mediation effect on the relationship between i) autonomy and motivation, ii) competence and motivation. In other words, relatedness complements why autonomy and competence lead to intrinsic motivation. Findings suggest new interpretations of best practices in higher education and open new directions for future research.

The National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) conducted a one-year research study comparing performance on the traditional continued professional certification assessment, administered at a test center or online with remote proctoring, to a longitudinal assessment that required answering quarterly questions online on demand. A randomized controlled trial of 1,000 certified registered nurse anesthetists (500 randomly assigned to the traditional assessment group and longitudinal assessment group) aimed to 1) compare assessment performance between groups, 2) compare perceptions and user experience between groups; and 3) describe participant feedback about usability of the longitudinal assessment platform. The mean scaled score for the traditional assessment group exceeded that of the longitudinal assessment group when scoring the first responses; however, upon scoring the longitudinal assessment group's most recent responses on repeat questions previously answered incorrectly, the mean scaled score was higher than the traditional assessment group. Both groups were satisfied with their experience, with slightly higher feedback ratings for the longitudinal assessment group who also found the platform easy to use and navigate. Overall results suggest the longitudinal assessment is a feasible, acceptable, and usable format to assess specialized knowledge for continued healthcare professional certification.

As markets are changing in the beef industry, producers are seeking new opportunities for value-added beef production. A select group of beef industry experts and experienced beef producers have come to consensus regarding challenges that producers face in the current marketplace. They identified competencies that would be a positive addition to a value-added beef Extension program. Competencies and challenges were organized to enable Extension specialists to create a new Extension program framework. [Note: The issue number (1) shown in the article header on the PDF is incorrect. The correct issue number is 2.]

Connecting mathematical concepts to real-life situations is a crucial skill in math class. Using mathematical literacy problems in classes may be an option to make connections with real life. In this context, the aim of this research is to reveal the experiences of preservice mathematics teachers in the process of writing mathematical literacy problems and to determine the difficulties they encountered. The participants of the research were 28 preservice teachers who were taking the mathematical literacy elective course in the 2022-2023 spring semester. In this qualitative research design, preservice teachers were provided with essential theoretical information on mathematical literacy over nine-weeks. They were then presented with mathematical literacy questions and their analyses were conducted. Following five weeks, participants worked in groups of 3-4 individuals, each group creating four mathematical literacy problems relating various content areas. At the end of their studies, in order to determine their experience regarding problem posing process, preservice teachers were given a survey consisting of open-ended questions. As a result of the analysis of the data obtained from the survey, it was seen that the issues in which the preservice mathematics teachers found themselves inadequate were more than the issues in which they found themselves competent. It was observed that participants focused on choosing context and writing the problem in accordance with the real life. While one group found themselves very competent in this regard, the other group found themselves quite inadequate. In addition, preservice teachers thought that they needed to examine more mathematical literacy questions and made writing attempts in order to pose qualified mathematical literacy problems.

During the past COVID-19 pandemic, the digital skills of Thai citizens have transformed. This study will lead to ways to promote and develop digital skills and competency in various fields in order to be ready to cope with the Next Normal era. The study of digital competency of Thai citizens aimed to 1) study the digital competency of Thai people, and 2) compare the digital competency of Thai citizens in terms of gender, age and educational background. The 912 research samples were obtained by volunteer sampling. The research instrument was an online evaluation form. Data were analyzed by percentage, mean, standard deviation, t-test for independent samples by one-way ANOVA. The research found that 1) the overall digital competency of Thai citizens was at a high level, in terms of digital knowledge and skills and characteristics to use digital information technology and communication with confidence and creativity to achieve goals related to work, learning, and participation in society. When considering each aspect, it was found that communication and collaboration, safety, information and data literacy, problem solving, and digital content creation were all at a high level respectively; and 2) When comparing the digital competency of Thai citizens, it was found that the samples with different genders had no statistically significant difference in digital competency. As for age and educational backgrounds, there was a statistically significant difference in digital performance at the 0.05 level, except for the digital competency in safety which had no statistically significant difference. The overall digital competency of Thai citizens at all educational levels is high, and those in advanced professional fields have the highest level of digital competency overall. This is in line with the regulations of numerous Thai universities and vocational schools, which mandate that final-year students take a Digital Literacy Test.

In June 2022, the Norwegian Expert Commission on Learning Analytics delivered an interim report to the Norwegian Minister of Education and Research. Motivated by the need to establish a solid foundation upon which to regulate and promote the use of learning analytics in the Norwegian educational sector, the Ministry asked the Expert Commission to investigate the relevant pedagogical, ethical, legal, and privacy issues. Addressing primary, secondary, higher, and vocational education, the interim report surveys the field of learning analytics and the regulatory environment across the contexts and analyzes its challenges and opportunities for Norwegian education. Four dilemmas -- data, learning, governance, and competence -- signal where greater knowledge, awareness, and reflection are needed, as well as the nature of necessary policy and regulatory choices. In this practical report, we offer insights on the use, development, and regulation of LA in different countries, describe the Expert Commission mandate, work method, and dilemmas, and conclude with a reflection on the relationship between research on learning analytics and the challenges that arise when implementing learning analytics in practice. This practical report is relevant for those interested in developing policies or practices surrounding the use of learning analytics at the local or national level.

Virtual simulations are a very useful educational resource to improve the teaching of chemistry. Their use makes it possible to facilitate the comprehension of concepts, promotes the development of scientific competences and even improves student attitudes toward chemistry. However, it is important to point out that a simulation by itself is not enough to improve student learning. Methodological design is a crucial aspect in order for its classroom use to be significant. Simulations must form part of an instructional sequence that promotes said learning, and thus the role of the instructor is key. This work conducts a systematic review with the aim of analyzing how to apply the use of simulations in the teaching of chemistry in secondary schools, delving deeper into the way in which simulations are used from a methodological perspective, in order to improve the learning processes and results. In this sense, it was found that there is an improvement in learning on both the level of content comprehension and in scientific competences. Guided research is also identified as the most effective methodology for the application of simulations in the classroom. With a look to the future, it is suggested that there is a need to conduct research on the continued use of simulations in the classroom, as well as their characteristics and the instructional methods used.

Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. We have found evidence that flipped classroom improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students' competency development for either of the two content blocks.

Rwanda started teaching English to support sustainable development and deliver the five key pillars that would help Rwandans transition from their existing way of life to the society they all desire and are happy to be a part of. As a follow-up to the Sustainable Development Goals and the Berlin Declaration on Education for Sustainable Development, the government ensured the standardisation and teaching of English. In order to assist the implementation of English teaching nationally, the theoretical paper explains how the 4Rs Framework--relationship-building, recognition, responsibilities, and reciprocity--combine to generate synergy among many stakeholders and cross-sectoral collaboration. The study presents literature on Rwanda's Vision 2050, education for sustainable development, and teaching using English as a medium of communication. It is founded on a critical literature review. The article discusses options for national transformation while emphasising the importance of locally rooted collaboration. The 4Rs technique is intended to foster discussion among important players about the issues and problems facing the area of education in emergencies rather than serving as a rigid theoretical framework. The study shows the connections between and tensions among the various "Rs," as well as the efficiency of the 4R dimensions in encouraging the teaching of English. The study considered ways to get beyond the approach's drawbacks and difficulties to support sustainable schooling in Rwanda. This framework encourages the creation of a synergistic educational ecosystem that equips students with the information, skills, and attitudes required to actively participate in Rwanda's path to sustainable development.

This study focuses on evaluating the quality of competency transfer through various assessment methods and results, considering diverse stakeholder perspectives. The research aims to introduce an innovative approach for validating assessment outcomes, leveraging predicted sub-measurements, and transforming Boolean parameters' symbols into a binary coding system. This transformation simplifies the validation process by employing logical equations. The study's sample involves the adaptation of a competency transfer model, which combines internal parameters with the novel logical assessment method. The research findings indicate that the binary 2x system effectively simplifies quantitative and qualitative data representation within the validation process. This system facilitates the early detection of potentially ambiguous results, enabling the creation of validation procedures grounded in organizational cultural dimensions, outcomes, reports, and assessments. The proposed Quality Assessment Model (QAM) serves as a powerful tool for prediction, enhancing the quality of both quantitative and qualitative data outcomes. This approach generates distinct values, precise predictive measurements, and valuable result quality suitable for informed decision-making in various contexts. Ultimately, the study contributes to the advancement of assessment methodologies, enabling stakeholders to make more accurate and reliable judgments based on the quality of competency transfer.

Modern society is complex and ever-changing. To adapt to this situation, the level of education must be continuously enhanced, and college students who are about to enter society are the group that needs the most attention. As a creative and effective teaching organizational form and teaching strategy, the cooperative learning method plays an important role in education and teaching. This article research aims to achieve the following two goals: (1) Compare students' learning abilities after the cooperative learning method and traditional teaching method. (2) Compare students' core competencies after the cooperative learning method and traditional teaching method. The participants in this study were students studying physics at Guangxi Normal University for Nationalities in China. It includes a control group consisting of 30 students and an experimental group consisting of 30 students. The research tool used a Likert scale question, and the data were analyzed using normal distribution and standard deviation. The research results show that students' learning ability and core competencies after the cooperative learning method are better than traditional teaching method (P<0.01).

The occupational therapy doctorate degree requires a capstone experience and project to be completed within a specific occupational therapy (OT)-related setting. The doctoral capstone experience and project can be difficult to complete in the highly specialized Neonatal Intensive Care Unit (NICU). This paper provides a sample outline of the doctoral capstone experience and project in the NICU. The NANT Core Competencies, written by the National Association of Neonatal Therapists Professional Collaborative, were utilized as a guideline to track student progress and ensure understanding of neonatal therapy topics. This paper follows one student's doctoral capstone experience and project in the NICU while mentored by an occupational therapist. Learning objectives related to utilizing the NANT Core Competencies, gaining clinical skills, and participating in program development were created. The site mentor trained, supported, and educated the student in the NICU while monitoring her progress during the fourteen weeks. Overall, the student successfully completed all objectives. This paper provides an example of the doctoral capstone experience and project in the NICU utilizing the NANT Core Competencies to support the mentor-student relationship and student learning with educational topics provided in the competencies guiding the capstone experience. With details including student progress, weekly mentor-student meetings, and roles/responsibilities of the student and mentor, this paper serves as a resource and guideline for OT faculty as well as potential mentors of occupational therapy doctorate students in the NICU setting. Additionally, this paper highlights the feasibility of the completion of the OT doctoral capstone in the NICU.

Fieldwork is an integral phase of occupational therapy education, bolstered by a small but growing evidence base. A broad understanding of the state of that evidence base is necessary to inform the directions for future growth. The purpose of this work was to establish the current state of occupational therapy fieldwork literature, map that literature to recognized criteria for educational research, and identify gaps in the existing literature. Authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to conduct a mapping review of articles with a primary focus on fieldwork education of occupational therapy (OT) or occupational therapy assistant (OTA) students in United States (Accreditation for Occupational Therapy Education)-based programs. Mapping criteria included level of education [OT, OTA], level of fieldwork [Level I, Level II], and categories of the AOTA "Education Research Agenda -- Revised" (2018). Sources included four databases (Academic Search Premier, CINAHL, ERIC, PubMed) and one additional journal (Journal of Occupational Therapy Education). A total of 1,619 articles were identified, with 67 articles meeting inclusion criteria. The 67 included articles disproportionately focused on Level II OT fieldwork (53%, n=36), with sparse representation of Level I OTA fieldwork (1.5%, n=1), and addressed only two categories of the Education Research Agenda (2018; 80%, n=54). Level I fieldwork, occupational therapy assistant programs, and large swaths of the association's Education Research Agenda (2018) were dramatically (or completely) underrepresented in fieldwork education research, suggesting important priorities for the immediate future of occupational therapy fieldwork education.

The American Occupational Therapy Association's Fieldwork Performance Evaluation plays a vital role in occupational therapy education by guiding students and fieldwork educators in determining students' entry-level competence. This evaluation tool dates to 1953 and has undergone numerous revisions as the profession evolved and changes were made to the practice framework. Revisions have included changes to the stated purpose of the evaluation tool, items to be scored, scoring scale, and number of items on the tool. The purpose of this study was to survey Academic Fieldwork Coordinators (AFWCs) to examine their perceptions of the 2020 revision of the evaluation. We surveyed 68 AFWCs in occupational therapy and occupational therapy assistant programs. The majority had positive perceptions of the changes to the tool. The American Occupational Therapy Association, academic programs, and fieldwork sites should consider the findings of this study to help ensure effective and accurate evaluation of future students.

As substance use disorders (SUDs) continue to rise in the wake of the COVID-19 pandemic, occupational therapy practitioners are in a unique position to help individuals seek immediate screening, brief intervention, and referral for treatment upon first entry in a healthcare setting. Occupational therapy practitioners have helped individuals overcome SUDs since almost the beginning of the profession, however, there is a paucity of literature on entry-level practitioners' preparedness for such work. The purpose of this study was to evaluate the effectiveness of an entry-level occupational therapy curriculum module on Screening, Brief Intervention, and Referral to Treatment (SBIRT), a universal public health approach by the U.S. Department of Health and Human Services taught to occupational therapy students. Student participants were provided with classroom education, online learning materials, an interactive case study, an interprofessional education event, and debriefing with community members in recovery. These educational experiences demonstrated significant increases in pre-and post-score means of participants' knowledge, confidence, competence, attitudes on SUDs, and readiness for conducting an SBIRT protocol. This study aims to illustrate how SBIRT educational practices can empower future practitioners to be effective agents of change in addressing substance use disorders in an evolving healthcare landscape.

Teaching has gone beyond mere memorizing of rules and the use of talk and chalk method of teaching. Learning is no longer tied to the four-walls of the classroom hence teachers should adapt to the new digital way of learning. This paper investigated pre-service teachers' perceptions, preparedness and competence in using virtual meeting solutions (Zoom and Google Meet) in non-physical classroom practicum. Three hundred and fifty two preservice teachers selected from the Faculty of Education of a Nigerian University participated in the descriptive research study. A validated close-ended questionnaire and self-rated rating scale were used to gather data from the respondents. The study found out that: i) the respondents perceived the use of Zoom and Google Meet for e-practicum as solutions for teaching and learning in the 21st century; ii) most of the respondents were not adequately prepared for the integration of Zoom and Google Meet into e-teaching practicum; iii) respondents were not pedagogically competent to use Zoom and Google Meet for teaching practicum. This study showed some lapses in TPs' personal development in basic computational skills and teacher digital education programmes. The study suggested solutions that would be useful for concerned stakeholders in digital education industry.

The purpose of this mixed methods study was to investigate students' perceptions of their personal and social responsibility skills during and following an eight-week physical activity (PA) afterschool program (ASP) focused on social-emotional learning (SEL) competencies. Specifically, student knowledge of SEL competencies and general PA attitudes were evaluated in a pre- and post-program design. Session specific focus groups after each session were also collected. Elementary students (N = 134; "Mage" = 9.87) from five elementary school programs participated in the study. Quantitative results showed that significant increases in students perceived personal and social responsibility skills increased. In addition, positive attitudes toward PA increased while negative attitudes decreased across the program. Qualitative findings revealed four general themes: (a) knowledge of skills preluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface-level communication/relationships; and (d) peer relationships lacked depth. Student progress in their awareness and knowledge of SEL skills increased in the program. Additionally, evidence to slight decrease in survey responses is reflective of a phenomenon in that students have an inflated sense of SEL competencies at first, but following training they have a more honest and knowledgeable reflection of them. Awareness of SEL skills and abilities would found to happen before action in the authentic setting. It appears that frameworks like the Teaching Personal and Social Responsibility (TPSR) model can be effective in structure afterschool programs to improve awareness in short-term programming.

This essay addresses the transformation of Korean higher education (HE) that has occurred since COVID-19, with a focus on the digitization of teaching and learning. Digitization has impacted both remote and traditional universities and colleges. While remote higher education institutions (HEIs) have been quick responding to the changed situation, traditional universities and colleges have also been searching for various instructional methods in their online as well as traditional classrooms, experimenting for the best methods for learners. National policies have also supported this digital transformation of HEIs which has had results of the engagement of more adult learners in HE gaining credits, certificates, and academic degrees online. While new ways of being 'learner-centered' have been intensively explored in these processes, some concerns such as the competency gap of institutions and instructors, and the deepening digital divide among learners have emerged, which needs attention from policymakers, researchers and practitioners in HE.

School counselors are needed now more than ever. Providing Catholic school counselors the specialized formation they need to be effective in the Catholic school context is essential. This study addressed two research questions in this regard: (1) What competencies (e.g., understanding, incorporating) and topics do Catholic school principals and school counselors believe are important for school counselors to fully contribute to the educational and faith-based mission of Catholic schools; and (2) How might the research findings inform pre-service education and/or continuing education and formation of school counselors for the Catholic school context? Online surveys were developed using the "Defining Characteristics of Catholic Schools" from NSBECS and researchbased, mission-centered competencies and topics. The surveys were sent to the 40 principals and 54 school counselors at the schools in one mid-size U.S. diocese that employ school counselors. The survey response rates were 87.5% for principals and 91% for school counselors. Findings confirmed high levels of support from both groups for school counselors understanding mission-related topics and incorporating these competencies into counseling practices and activities, although principals often rated the importance higher than did school counselors. Some between group differences were statistically significant on items such as the importance of incorporating Catholic teaching with current student and school issues. To reduce differences in perceptions, the authors recommend increased collaboration between principals and counselors to achieve unity of vision. Other recommendations to help school counselors contribute to mission include embedding mission-related topics or adding specialized courses to school counseling programs at Catholic universities, designing mission-centered professional development opportunities, and building networks of school counselors to support them in their complex and evolving role in support of Catholic school mission.

As we consider the growing number of children from immigrant and refugee backgrounds that our schools serve, the importance of fostering anti-racist educators through teacher education is of the utmost importance. While anti-racist work can be a challenging and ongoing personal journey for every educator, engaging teacher education students with diverse children's and adolescent literature can lead to meaningful self-reflection that can foster empathy and global competence. This article shares how online university course modules were designed, with funding from the Longview Foundation, to support pre- and in-service educators to engage with children's and adolescent literature centered on the lived stories of immigrant and refugee families through scaffolded reading and thinking protocols as a model for using literature to encourage empathy and global competence with young learners. Pre- and in-service teachers reported several benefits, including an increased awareness of the importance of diverse literature, deepened self-reflection and empathy, and meaningful connections to classroom practice, thereby benefiting educators and their learners alike.

The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country's economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers' competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers' competence, which in turn enhances the employability of graduates.

The objective of the research is to explore the consistency of specialized nursing competency models of nursing students. The participants in this research are 165 Year 4 nursing students at Boromarajonani College of Nursing, Chakriraj, Thailand. The data was collected using a questionnaire consisting of 45 questions, answered with the use of a 5-level scale. The questionnaire was evaluated by three experts, and the questionnaire's accuracy ratings ranged from 0.70 to 1.00. The internal reliability of the questionnaire was measured using Cronbach's alpha coefficient, resulting in values of 0.763 for educational excellence, 0.757 for socio-economic factors, 0.806 for lifestyle, and 0.814 for personal factors. The study's findings showed that competency. 1) Education throughout nursing student training. 2) The socio-economic context. 3) Habits pertinent to everyday existence. 4) Attitude towards the nursing profession. 5) GPAx represents the grade point average. 6) OSCE refers to the objective structured clinical examination. The confirmatory factor analysis of specialized nursing aptitude is consistent with the empirical data, Chi-Square = 14.226; df = 8; Relative Chi-Square = 1.778; p-value = 0.076; GFI = 0.974; NFI = 0.943; TLI = 0.951; CFI = 0.974; RMSEA = 0.069; RMR = 0.113. Each element has a standard element weight value of between 0.010 and 0.817, with a standardized weight value ranging from 0.010 to 0.817.

The qualitative research explored the perceptions toward evidence-based practice competency of nursing students in caring for older adults. Nine participants met the criteria using purposive sampling and were invited to join in the study of evidence-based practice experiences in nursing students. The data was analyzed using thematic analysis. Three main themes emerged: 1) Knowledge enhancing evidence-based practice with three sub-themes: implementing the nursing process, searching for trustworthy information, and selecting appropriate guidelines; 2) Skills driving evidence-based practice with three sub-themes including nursing practice skills, critical thinking skills, and language skills; and 3) Attitude fostering evidence-based practice with two sub-themes as well as increasing the quality of care for older adults and improving the nursing profession. Therefore, the following study should test component factors of evidence-based geriatric nursing competencies for nursing students, leading to developing the competency of nursing students in care for older adults in the future.

In this transcendental phenomenological study, we interviewed 10 counselors who have clinical experience working with sex trafficking survivors. Through in-depth individual interviews, participants discussed their lived experiences providing counseling to this population. Our analysis revealed four primary themes: (a) counselor knowledge: "learning curve," (b) counselor skills: "creating a safe space to dive into work," (c) counselor attitudes: "being able to listen to the client's story," and (d) counselor action: "more than just a counselor." The findings indicated that counselors working with sex trafficking survivors needed to understand and address the different aspects of trauma. Our findings also demonstrate that working with sex trafficking survivors requires additional competencies such as recognizing the signs of sex trafficking, vulnerable populations, and the processes by which traffickers force people into sex trafficking. We discuss these findings in more detail and identify implications for counselor training and practice.

A qualitative documentary research of software and multimedia artificial intelligences was chosen to enable the ontological understanding of the object of study that aims to explore the potential for learning through Artificial Intelligence (AI). Besides, it is shown how AI, as a novel component within the digital education landscape, contributes to educational technological capital. In light of our research area, the focus is on determining how AI can be harnessed to enhance the development of communicative competence. This entails identifying and categorizing AI tools relevant to language didactics. The sample size for this study is 120 AI applications, sourcing and compiling data on AI tools from specialized websites. This sample serves as a paradigm justifying a mixed-method study capable of combining quantitative and qualitative data. The variables supporting this study consider four characteristics related to the specific typify of the digital tool in the pedagogical context. The first aspect pertains to the classification of generative AI tools with potential educational use. AI tools enriches and enhances the dimensions of learning underscoring the urgent need for literacy in this technology. The second variable was linked to the Pedagogical Competences of Teachers and the areas. The category in language education pertains to educators' ability to create, adapt, and employ digital resources that enhance language teaching and learning. The third and fourth identify the skills related to language learning. In the context of learning environments with AI tools, it is essential to contemplate the role of linguistic competence as subordinate to communicative competence.

This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.

There is a clear need for highly competent health sciences experts. No instrument currently exists for assessing the generic competences of health sciences students. The aim of this study is to develop and psychometrically test the Health sciences Generic Competence (HealthGenericCom) instrument. The instrument development four step process has been conducted with a cross-sectional study design and according to the COSMIN guidelines. Face and content validity was tested by 13 experts, structural validity was tested with exploratory factor analysis, and internal consistency was evaluated by calculating Cronbach's alpha. The structural validity was tested using data from Finnish health sciences students (n=276). The content validity index of the whole HealthGenericCom instrument was 1 for relevance and for clarity. Using exploratory factor analysis a model of eight factors (with 88 items) was created: 1) competence in leadership, administration, and finance; 2) competence in people-centred guidance; 3) competence in health promotion; 4) competence in evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving; and 8) competence in societal interaction. The HealthGenericCom was shown to be valid and reliable and provides an evidence-based conceptual framework that can be used in developing curriculums and competence management.

In contemporary higher education, aligning student competencies with sustainable development goals (SDGs) is crucial for enhancing their employability. This necessity extends to graphic design undergraduate programs, pivotal in nurturing designers capable of addressing global sustainability challenges. Using a mixed-methods approach, this study aims to outline essential competencies for graphic design undergraduates pertinent to the SDGs. The research commenced with a systematic review of fourteen seminal articles, leading to the initial identification of fifty-eight key competencies. Subsequently, a Delphi study involving 44 graphic design experts validated these competencies. This iterative process refined the list, excluding twenty-seven competencies and affirming thirty one as critical. These validated competencies were categorized into four groups: Systemic, Performance, Contextual, and Global. The study's findings provide valuable insights for graphic design educators and industry employers, illuminating competencies essential for addressing sustainability challenges. Furthermore, this research contributes to academic discourse by offering a structured framework for integrating SDG-related competencies into graphic design education. This facilitates the development of designers proficient not only in their craft but also in sustainability imperatives. Our aim is to enhance pedagogical strategies and inform curriculum development in graphic design education, aligning them with evolving professional demands and sustainable development objectives.

We investigated the professional competencies, encompassing both knowledge and management practices, employed by secondary school leaders in Cameroon. A total of 73 principals from both public and private francophone-sector establishments participated in this study, providing responses to a comprehensive 38-item questionnaire. Employing exploratory factor analysis, we identified five distinct factors (competencies) associated with these principals. The findings reveal that, beyond the conventional competencies linked to their pedagogical responsibilities and the management of material and financial resources, school principals have also acquired and refined skills pertinent to the effective management of school communities and the promotion of diversity within their respective educational institutions.

Artificial intelligence (AI) technology has made a significant impact on technological progress and has been integrated into various sectors and organizations. As a result, developing a workforce with knowledge and expertise in AI has become necessary. Skilled AI professionals will play a critical role in driving economic growth and competitiveness in the digital age. Therefore, it is essential to develop AI competency among various groups of people. Learning AI skill sets is necessary to facilitate effective collaboration between humans and machines in the learning process. Known for Life offers a range of knowledge, including technical skill sets, business skill sets, and skill sets for individuals that incorporate ethics, such as the ethical use of AI in education to enhance the learning experience and evaluate student performance. Understanding AI can help educators adopt modern teaching methods and prepare students for AI-related careers, but it is crucial to consider ethical implications.

Background/purpose: The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains. Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested. Results: The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test's reliability (Cronbach's [alpha] = 0.856) and validity were confirmed. Conclusion: This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students possess the competency of becoming a leader in learning.

The purpose of this study was to explore how novice online K-12 teachers in Arizona described the influence of organizational, interpersonal, and intrapersonal leader support on their psychological needs. To address the study purpose the author used qualitative descriptive design; using questionnaires and semi-structured interviews, the study sample included 39 novice K-12 online teachers in Arizona. The author used Support for Teachers' Psychological Needs (STPN) as the theoretical framework. Using Reflexive Thematic Analysis (RTA), nine themes emerged from the data that provide insight into specific leader supports in the K-12 online setting. Many organizational, interpersonal, and intrapersonal supports mimic brick-and-mortar findings. However, new supports were uncovered such as, teacher-to-student organizational supports and online communication best-practices. Recommendations included three practical ways that K-12 online leaders can increase competence, autonomy, and relatedness among their staff. This research adds to the existing body of work surrounding supports for teachers' psychological needs by expanding its focus to the online K-12 setting. Additionally, this research was unique for its focus on novice teachers as defined by having less than 4 years of experience in the K-12 online setting.