Education Sciences

Research

15 pages, 1244 KiB

Open AccessArticle

Sustainable Growth of Transversal Competencies: Exploring the Competence Relationships among University Students

by Zanda Rubene, Girts Dimdins and Anika Miltuze

Educ. Sci. 2024, 14(7), 677; https://doi.org/10.3390/educsci14070677 - 21 Jun 2024

Cited by 1 | Viewed by 890

The development of transversal competencies, in interaction with professional competencies, is essential for individuals to adapt to change and live meaningful and productive lives. The aim of this study was to explore the mutual interaction of six transversal competencies—civic, digital, entrepreneurial, global, innovation, [...] Read more.

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

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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17 pages, 819 KiB

Open AccessArticle

Voices from Graduate School and the Workforce: Identified Student Outcomes from Completing a Multi-Semester Undergraduate Research Experience Capstone

by Blake C. Colclasure, Arian Alai, Kristina Quinn, Tyler Granberry, Erin L. Doyle and Tessa Durham Brooks

Educ. Sci. 2024, 14(6), 598; https://doi.org/10.3390/educsci14060598 - 2 Jun 2024

Viewed by 997

Abstract

Recent reforms in undergraduate science education have highlighted the need for student-centered learning that challenges students to take ownership of the scientific process through conducting authentic research. As such, Undergraduate Research Experiences (UREs) have become more prevalent in higher education. However, extensive variations [...] Read more.

Recent reforms in undergraduate science education have highlighted the need for student-centered learning that challenges students to take ownership of the scientific process through conducting authentic research. As such, Undergraduate Research Experiences (UREs) have become more prevalent in higher education. However, extensive variations in the structures, durations, and contexts of UREs exist and long-term implications are not well documented. We used the Social Cognitive Career Theory to guide our exploration of student outcomes from completing a required three-semester capstone URE at a predominantly undergraduate institution located in the Midwest, United States. We sought to answer two central research questions: (1) What skills and competencies do alumni perceive to have gained from completing the URE capstone, and (2) What is the impact of the URE capstone on alumni success in the workforce and/or graduate school? We conducted in-depth, one-on-one interviews with 16 alumni who recently completed their undergraduate research capstone and who were currently in a science-based career or attending graduate school. Results indicate long-term benefits from URE capstones and are described through three primary themes: technical skill acquisition and future application, soft skill acquisition and future application, and scientific pursuits. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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16 pages, 679 KiB

Open AccessArticle

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

by Manuel Fernández Cruz, Borja Fernández García Valdecasas, Lucas Muñoz López and Slava López Rodríguez

Educ. Sci. 2024, 14(5), 523; https://doi.org/10.3390/educsci14050523 - 13 May 2024

Viewed by 1198

Abstract

World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct [...] Read more.

World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct this study in two phases: first, we applied an inventory on the perception of university teaching to a sample of 2312 professors in the region; after that, we conducted a focus group for each of the ten dimensions in which we noticed indicators of change. With the quantitative data, we performed an ANOVA to identify three clusters of professionalization with dimensions open to change and related to each other: (1) Planning, Teaching Development, and Communicative Capacity; (2) Communication, Evaluation, and Self-evaluation; (3) Professional Self-evaluation, Teaching Innovation and Improvement and Individual Learning Support. With the focus groups we have identified the need to incorporate pedagogical models of inclusive education and teaching based on technological advances as the main drivers of change. We concluded with the proposal of four possible scenarios of future professionalism: (1) entrenched professionalism; (2) semi-professionalism; (3) fragmented professionalism; or (4) balanced professionalism. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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11 pages, 478 KiB

Open AccessArticle

Can We Measure the Level of Socio-Emotional Competencies of Adolescents?

by Iago Portela-Pino, Jose Domínguez-Alonso and Myriam Alvariñas-Villaverde

Educ. Sci. 2024, 14(4), 395; https://doi.org/10.3390/educsci14040395 - 10 Apr 2024

Viewed by 1364

Abstract

The present study aimed to evaluate the evidence of validity and reliability of the Social Emotional Competence Questionnaire (SECQ) in Spanish students and to verify if gender is a determining factor in their development. An intentional sampling was carried out on 429 students [...] Read more.

The present study aimed to evaluate the evidence of validity and reliability of the Social Emotional Competence Questionnaire (SECQ) in Spanish students and to verify if gender is a determining factor in their development. An intentional sampling was carried out on 429 students between 12 and 16 years old. Three factorial structures were tested: the original model, the original re-specified model, and the six-factor model that was achieved. The results maintain that the original re-specified model presented values with the best absolute fit, a slightly more favorable comparative fit, and a parsimonious fit with lower values than the other models. The reliability analysis showed considerable internal consistency. Boys were shown to have better self-management, and girls showed greater management in their social relationships. It is concluded that the questionnaire has adequate psychometric properties and is expressly useful in the population of interest with a relevant weight in the evaluation of socio-emotional competence. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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17 pages, 294 KiB

Open AccessArticle

Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students

by Inmaculada Calero López, Margarita González-Peiteado and Beatriz Rodríguez-López

Educ. Sci. 2024, 14(3), 214; https://doi.org/10.3390/educsci14030214 - 21 Feb 2024

Viewed by 1092

Abstract

Vocational Education and Training (VET) studies aim to improve students’ skills to carve their niche in the labour market. Speaking different languages, showing teamwork skills and creativity are among the skills most in demand by employers. Thus, understanding students’ motivation and their perception [...] Read more.

Vocational Education and Training (VET) studies aim to improve students’ skills to carve their niche in the labour market. Speaking different languages, showing teamwork skills and creativity are among the skills most in demand by employers. Thus, understanding students’ motivation and their perception of their teamwork skills and creativity level may help to identify their weaknesses and strengths and to develop educational programs adapted to the current demands. This research was conducted with 596 students of higher-level and intermediate Vocational Education who answered an online questionnaire in class. The answers were analysed to seek the link between the students’ motivation, their manifested teamwork skills, and their perceived level of creativity. The results confirmed the positive correlation between the three of them. However, and despite the positive results, further empirical research is needed, especially to understand how motivation, soft skills and creativity develop and what kind of initiatives have an impact on these variables. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

15 pages, 2171 KiB

Open AccessArticle

Assessment of Teacher Motivation, Psychometric Properties of the Work Tasks Motivation Scale for Teachers (WTMST) in Spanish Teachers

by Julia Criado-Del Rey, Iago Portela-Pino, José Domínguez-Alonso and Margarita Pino-Juste

Educ. Sci. 2024, 14(3), 212; https://doi.org/10.3390/educsci14030212 - 20 Feb 2024

Cited by 2 | Viewed by 2360

Abstract

The lack of motivation among teachers is of increasing concern. Consequently, identifying motivations for their teaching performance can help to improve the quality and effectiveness of educational systems. The aim of this article was to translate the Work Tasks Motivation Scale for Teachers [...] Read more.

The lack of motivation among teachers is of increasing concern. Consequently, identifying motivations for their teaching performance can help to improve the quality and effectiveness of educational systems. The aim of this article was to translate the Work Tasks Motivation Scale for Teachers (WTMST) into Spanish, an instrument aimed at exploring teachers’ motivation and analyzing its psychometric properties. A non-probabilistic sample of 369 teachers (71.3% women) with an age measurement of 44.93 years (SD = 9.58) was used. Exploratory factor analysis and confirmatory factor analysis were applied. The AFE suggested a first solution of four factors that explained 80.57% of the variance in the model. Likewise, a new factor analysis was generated with the extraction of a fixed number of factors indicated in the theoretical review, explaining 86.20% of the total variance. It was concluded that the WTMST is a scale that has evidence of validity and reliability, and that can be considered a valuable contribution to the evaluation of teacher motivation regarding specific tasks in Spanish-speaking populations. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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12 pages, 558 KiB

Open AccessArticle

Assessment of the Perceived Mastery of Interdisciplinary Competences of Students in Education Degree Programmes

by Ángel-Freddy Rodríguez-Torres, Jorge Garduño-Durán, Sandra-Elizabeth Carbajal-García and José-Antonio Marín-Marín

Educ. Sci. 2024, 14(2), 144; https://doi.org/10.3390/educsci14020144 - 31 Jan 2024

Cited by 2 | Viewed by 2379

Abstract

The importance of fostering interdisciplinary competences in students acquires a relevant value in the skills that must be developed throughout university studies. These enable them to tackle complex problems and apply knowledge in different contexts, promoting the construction of knowledge through the integration [...] Read more.

The importance of fostering interdisciplinary competences in students acquires a relevant value in the skills that must be developed throughout university studies. These enable them to tackle complex problems and apply knowledge in different contexts, promoting the construction of knowledge through the integration of different disciplines and collaboration between areas of knowledge. The study aims to analyse how university education students perceive their interdisciplinary competences, identifying areas where they feel more confident and those in which they need to improve, with consideration of gender differences and a possible measurement model. The study involves 1066 students from university education courses in Ecuador. The main results highlight the importance of strengthening training in interdisciplinary skills for future teachers, especially in reflective behaviour and the integration of knowledge from different disciplines to address complex problems. It also points to the need to promote interdisciplinary work in higher education and recognises that gender may influence students’ interdisciplinary perceptions and skills. Confirmatory factor analysis supports the validity of the model for measuring these competences. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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15 pages, 288 KiB

Open AccessArticle

Self-Esteem among University Students: How It Can Be Improved through Teamwork Skills

by Elena De Prada, Mercedes Mareque and Margarita Pino-Juste

Educ. Sci. 2024, 14(1), 108; https://doi.org/10.3390/educsci14010108 - 19 Jan 2024

Viewed by 8425

Abstract

Teamwork skills have been demonstrated to be excellent allies for the academic and professional sphere, and they can improve students’ psychological balance and self-esteem. For this reason, it is important to explore the relationship between teamwork skills and self-esteem. Considering the relevance of [...] Read more.

Teamwork skills have been demonstrated to be excellent allies for the academic and professional sphere, and they can improve students’ psychological balance and self-esteem. For this reason, it is important to explore the relationship between teamwork skills and self-esteem. Considering the relevance of soft skills and self-esteem in university training, the main objective of this study is to determine whether there is a relationship between teamwork skills and the successful development of self-esteem, a fundamental emotional factor in education. Additionally, we will analyse how self-esteem is related to other socio-academic factors (age, sex, and GPA). A questionnaire was distributed to social science university students. The Rosenberg 10-item scale, which aims to measure feelings of personal worth and self-respect, has been used to determine self-esteem. To measure soft skills for teamwork, we chose the Teamwork Skills Questionnaire, which evaluates the skill level of an individual in order to participate effectively in teamwork. The regression model indicates that self-esteem predictors related to teamwork skills are decision making, leadership, and communication. The results suggest significant differences in some individual variables, such as sex and age, with lower self-esteem being observed in females and older students. The described enriching interactions suggest the need to integrate teamwork training and self-esteem fostering at university to offer students lifelong competencies for their future success. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

15 pages, 307 KiB

Open AccessArticle

Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students

by José Luis González-Cespón, José Antonio Alonso-Rodríguez, Susana Rodríguez-Barcia, Pedro Pablo Gallego and Margarita R. Pino-Juste

Educ. Sci. 2024, 14(1), 95; https://doi.org/10.3390/educsci14010095 - 16 Jan 2024

Cited by 2 | Viewed by 1795

Abstract

We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the [...] Read more.

We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the PBSL, and the advantages and disadvantages of the implementation of this learning methodology. Interdisciplinary teamwork of undergraduate science, engineering, and humanities students was required to design real-world projects to develop their transferable skills, through the process of learning by doing. Students perceived that PBSL favored employability skills such as knowledge acquisition, self-directed learning, problem-solving, critical thinking, communication, and teamwork skills. Students and lecturers showed high satisfaction with PBSL and outlined its advantages as an active and experiential learning methodology. In conclusion, the implementation of the collaborative and interdisciplinary PBSL methodology is decidedly recommended to enhance Biology, Engineering, and Translation graduates’ learning satisfaction and their future employability. Full article

(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)

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