The Knowledge Society, along with the non‐stop growing technological evolution, entails university students acquiring new competences for them to be successful in society. These are called ...21st‐century competences that come as high‐skill competences – higher‐order thinking capacities and teamwork competences – and information and communication technologies (ICT) competences – technological, pedagogical and ethical. This study aims to determine the link between ICT competences and high‐skill competences. A correlational study was conducted whose sample was formed by 983 students studying degrees at the Universidad de Valencia (Spain), selected by non‐probabilistic incidental sampling and collecting information with two questionnaires. The results indicate a positive and statistically significant relation between ICT competences with the other two considered sets: higher‐order thinking capacities and teamwork competences. Moreover, pedagogical competences are more related with the two high‐skill competence sets. This suggests the need for training plans that favour learning 21st‐century competences and for stressing pedagogical competences in ICT.
Lay Description
What is already known about this topic:
University students require new competences to face a changing society.
21st‐century competences are made up of ICT competences, higher‐order thinking capacities and teamwork competences.
The empirical relation between ICT competences with higher‐order thinking capacities and teamwork competences has been little addressed.
Few empirical studies have determined the contribution of each of the competence dimensions in that relation.
What this paper adds:
There is a positive relation between ICT competences and higher‐order thinking capacities and teamwork competences.
Pedagogical competences –ICT competences‐ are more closely related to the two sets of high‐skill competences.
Problem solving and the two teamwork competences contribute more to the relation with ICT competences.
Implications for practice and/or policy:
University system have to development training plans in the 21st century competences for the university student.
University system have to promote specific training in pedagogical competences ‐ICT competences‐ for university student.
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the ...OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.
•13,963 articles were scanned based on a systematic literature review.•149 assessment tools were detected for social, emotional, intercultural competences.•88.6% of all assessment tools were self-reported inventories.•There are only few relevant instruments on intercultural competences.•Further research is needed on the interconnectedness of all three subareas.
Background: Today, with the advancement of science and technology, societies are becoming more complex and specialized. Therefore, knowledge should be considered the foundation of the development and ...social welfare of countries.
Objectives: The present study aimed to examine the role of three managerial skills in designing the competence model of education managers of Islamic Azad Universities in Khorasan Razavi.
Methods: This research is applied in terms of purpose and exploratory mix (qualitative-quantitative) in terms of method. The measurement instrument in the qualitative part was a semi-structured interview, and in the quantitative part, it consisted of a researcher-made questionnaire. The statistical population included 951 employees of the Islamic Azad University of Razavi Khorasan, of which 274 were randomly selected. For data analysis, the Delphi technique was employed in the qualitative part, and the structural equation modeling method of SPSS22 and AMOS26 software was used in the quantitative part.
Results: It was found that 75% of managers’ competence depends on the dimensions of managerial skills (technical, human, perceptual). These dimensions can explain and predict the competence of education managers, including individual characteristics, organizational factors, entrepreneurial competence, business competence, leadership, decision-making, and cooperation.
Conclusions: According to the results of this study, it is required to develop a long-term and operational strategic roadmap and program with a paradigmatic approach and a local and regional view.
Purpose
The increase in the supply chain complexity demands new professionals who are able to deal with the new challenges faced nowadays. The purpose of this work is to propose an international ...university–industry collaboration model to develop supply chain management competences in students as a tool for the training of future professionals.
Design/methodology/approach
This study proposes an international collaboration model to develop supply chain competences. The model consists of three main phases from the genesis of the collaboration to the assessment of the competence development. This study validates the model collaborating with one of the largest retailer companies in Mexico.
Findings
Results identify collaboration good practices and point at possible improvements for the next model iteration. This study identifies four key supply chain competences as part of this model. Three didactic approaches (i.e. guidance methods) and two student’s involvement schemes were tested. The results show that professors acting as an advisor (i.e. acting as a guider without telling student directly what to do or how to do it) plus a voluntary student’s involvement in the project promote better competence development.
Originality/value
The first contribution of this research is the definition of an international collaboration model that promotes competence-based education. Also, this study documents good practices for this type of partnership. The second one refers to a large-scale model validation (i.e. 14-week experiment in nine different regions of Mexico involving a retail company, 20 professor-researchers and more than 100 students). The third contribution includes the assessment of different levels of competences development using diverse students’ participation schemes and professor’s guidance methods.
This study examines Finnish geography teachers' (n = 16) perceptions of the significance of geomedia and geomedia teaching. Thematic analysis was applied. The findings reveal teachers' concerns about ...students' cursory critical geomedia literacy as well as the potential of geomedia to enhance students' management of information overflow. Teachers' perceptions of digital geomedia teaching were diverse. The significance teachers associated with geomedia was not aligned with their perceptions of digital geomedia teaching. This study suggests that diversity and incoherence regarding teachers’ perceptions of geomedia should be addressed in teaching and teacher education research internationally.
•Geomedia is significant for students' developing critical literacy.•Teachers felt accountable for making students comprehend digital geomedia.•Digital geomedia teaching revealed students' diverse digital competences.•Critical geomedia literacy was more valued than technical management of geomedia.•Teachers' perceptions of digital geomedia teaching focused on the technical skills.
The structure and functions of mechanisms of development and erosion of competencies in innovative projects of implementation of information and communication technologies are considered. The factors ...of development and erosion of competencies are determined and a model of competence and competency assessment for the successful implementation of information and communication technologies is identified, for example, for master’s degree in project and program management. The proposed model of competence development of the project team for the creation and implementation project is based on the balance of factors of development of competencies of the innovation project and their erosion in the process of implementation. Investigation of factors of development and erosion of competencies in the management of innovative projects can adequately respond to changing the profile of competencies of innovation projects. At the same time, the analysis allows the project manager to form effective programs for acquiring certain competencies for team members and other interested parties. The proposed model of the factors of development and erosion of the system of competencies is tested on the examples which confirmed its adequacy and effectiveness.
Objectives The article presents global results of a survey from 2016 year in relation to the results of previous years carried out among third year pupils in 16 Płock’s public primary schools, ...supervised by the Department of Education and Culture of the City of Płock. The aim of the research was to diagnose the level of competence mastered by the pupils, ending a three-year cycle of education at the early-stage. Material and methods survey, test of compatention Results The article presents global results of a survey from 2016 year in relation to the results of previous years carried out among third year pupils in 16 Płock’s public primary schools, supervised by the Department of Education and Culture of the City of Płock. The aim of the research was to diagnose the level of competence mastered by the pupils, ending a three-year cycle of education at the early-stage. Conclusions The diagnosis concerned pupils’ competences in 4 areas of education: Polish language, mathematics, social and natural sciences
Addressing challenges posed by the Sustainable Development Goals (SDGs) will require the next generation of engineers from all disciplines to be equipped with specific skills. Given this context, a ...professional skills survey was designed, drawing on previous European-level research. Its results provide valuable localised insights for educators into the most important skills for the next generation of engineers (on the island of Ireland) to achieve the SDGs. They also reveal some variance in the views of employers, academics, and students.
Purpose The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences. ...Design/methodology/approach Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention. Findings There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention. Research limitations/implications The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences. Practical implications The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter. Originality/value Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.
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