Search Results (5)

The global transition toward net-zero emissions has led to the restructuring of labor markets and an intensification of the demand for sustainability-competent business graduates. However, higher-education curricula lack an operationalized, job-competency-based framework, and this gap in knowledge is especially acute in emerging industrial economies that are facing pressures due to the ongoing decarbonization of the global supply chain. In this context, this study addresses two interrelated gaps in the relevant research: the lack of a structured system of criteria to assess competency in sustainability that is specifically geared toward business education, and the insufficient attention that has been paid to causal interdependencies among such criteria in previously developed frameworks. The authors apply a two-stage, hybrid multiple-criteria decision-making design based on the KSAO framework, which classifies professional competency into knowledge (K), skills (S), abilities (A), and other characteristics (O). A modified Delphi method that involved 12 academic and industry experts serving as surrogate assessors of competency requirements for business and management students was first used to consolidate 142 literature-derived items into 26 initial criteria, which were then refined into 12 core competencies in sustainability, identified through cross-domain expert consensus. Following this, fuzzy Decision-Making Trial and Evaluation Laboratory (DEMATEL) was applied to analyze the structure of causal influence among the retained criteria. The results identified interdisciplinary work as the primary driving competency and integrated problem-solving as the central hub with the highest prominence, with the two factors forming a bidirectional feedback dynamic that anchored the competency system. The retention of four “other” criteria (O-dimension)—ethical values, normative orientation, empathy, and adaptive resilience—confirmed that competency concerning sustainability in business education extends beyond technical knowledge into deeper dispositional attributes. These findings provide business schools in Taiwan with a structurally grounded logic of sequencing for their curricula, as well as a reference framework for curriculum design that is aligned with the Association to Advance Collegiate Schools of Business (AACSB) Societal Impact standards. While the findings are grounded in Taiwan’s specific ESG regulatory and industrial context, only the methodological approach is offered as a reference for comparable settings; the substantive findings require cross-national verification. Full article

Underground mining environments are complex and hazardous operations where emergencies continue to happen. Underground mine emergencies require rapid, high-stakes decision-making under conditions of uncertainty, stress, and limited visibility. Conventional mine emergency training largely relies on instruction-based approaches which provide insufficient exposure to the cognitive and behavioral demands of real underground emergency situations. There has been an identified need to train miners for knowledge, skills, abilities, and other characteristics (KSAOs). This study proposes an Adaptive Immersive Training Framework (AITF), a cognitively grounded architecture that integrates cognitive task analysis (CTA), KSAOs, and situational awareness assessment for miner self-escape training and readiness. The AITF aligns NIOSH-identified self-escape competencies with immersive training scenarios designed to assess and develop cognitive readiness and decision-making. CTA of historical mine accidents is introduced as a foundational design method for translating accident investigation findings into simulation scenarios and performance metrics. A CTA of 2006 Darby Mine No. 1 explosion is presented as a proof of concept. The proposed framework supports individualized assessment, iterative scenario refinement, and data-driven feedback. The AITF advances miner training toward cognitive preparedness during mine emergencies and provides a foundation for future training systems that leverage digital tools, digital twins, and artificial intelligence for the mines of the future. Full article

Research into Remotely Piloted Aircraft Systems (RPASs) has expanded rapidly, yet the competencies, knowledge, skills, and other attributes (KSaOs) required of RPAS pilots remain comparatively underexamined. This review consolidates existing studies addressing human performance, subject matter expertise, training practices, and accident causation to provide a comprehensive account of the KSaOs underpinning safe civilian and commercial drone operations. Prior research demonstrates that early work drew heavily on military contexts, which may not generalize to contemporary civilian operations characterized by smaller platforms, single-pilot tasks, and diverse industry applications. Studies employing subject matter experts highlight cognitive demands in areas such as situational awareness, workload management, planning, fatigue recognition, perceptual acuity, and decision-making. Accident analyses, predominantly using the human factors accident classification system and related taxonomies, show that skill errors and preconditions for unsafe acts are the most frequent contributors to RPAS occurrences, with limited evidence of higher-level latent organizational factors in civilian contexts. Emerging research emphasizes that RPAS pilots increasingly perform data-collection tasks integral to professional workflows, requiring competencies beyond aircraft handling alone. The review identifies significant gaps in training specificity, selection processes, and taxonomy suitability, indicating opportunities for future research to refine RPAS competency frameworks and support improved operational safety. Full article

This study explores the potential of micro-credentialing and digital badges in developing and validating the knowledge, skills, and other attributes (KSaOs) required for diverse Remotely Piloted Aircraft Systems (RPAS) operations. The rapid proliferation of drone usage has outpaced the development of necessary KSaOs for safe and efficient drone operations. This research aims to bridge this gap by identifying the unique and specific KSaOs required for different types of drone operations and examining how micro-credentialing and digital badges can provide tangible evidence of these KSaOs. The study also investigates the potential benefits and challenges of implementing digital badges in the RPAS sector and how these challenges can be addressed. Furthermore, it explores how digital badges can contribute to the standardization and recognition of RPAS competencies across different national regulatory bodies. The methodology involves observational studies of publicly available videos of drone operations, with a focus on agriculture spraying operations. The findings highlight the importance of both generic and specific KSaOs in RPAS operations and suggest that digital badges may provide an effective means of evidencing mastery of these competencies. This research contributes to the ongoing discourse on drone regulation and competency development, offering practical insights for regulators, training providers, and drone operators. Full article

Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD. Full article