Search Results (90)

As the transformative influence of novel technologies sweeps across industries, organisations are called upon to position their staff in the equally dynamic operational environment, which includes embedding technical and legal communication skills in their training programs. For many organisations, internal and external communication of data modelling and related concepts, reporting, and monitoring still pose major challenges. The aim of this research is to develop an effective data training framework for learners with or without mathematical or computational maturity. It also addresses subtle aspects such as the legal and ethical implications of dealing with organisational data. Data was collected from a training course in Python, delivered to government employees in different departments in the United Arab Emirates (UAE). A structured questionnaire was designed to measure the effectiveness of the training program using Python, from the employees’ perspective, based on three key attributes: their personal characteristics, professional characteristics, and technical knowledge. A descriptive analysis of aggregations, deviations, and proportions was used to describe the data attributes gathered for the study. The main findings revealed a huge knowledge gap across disciplines regarding the core skills of big data analytics. In addition, the findings highlighted that previous knowledge about statistical methods of data analysis along with prior programming knowledge made it easier for employees to gain skills in data analytics. While the results of this study showed that their training program was beneficial for the vast majority of participants, responses from the survey indicate that providing a solid knowledge of technical communication, legal and ethical aspects would offer significant insights into the big data analytics field. Based on the findings, we make recommendations for adapting conventional data analytics approaches to align with the complexity or the attainment of the non-orthogonal United Nations Sustainable Development Goals (SDG). Associations of selected responses from the survey with some of the key data attributes indicate that the research highlights vital roles that technology and data-driven skills will play in ensuring a more prosperous and sustainable future for all. Full article

To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail to capture students’ fine-grained cognitive differences and provide limited guidance for individualized teaching. Based on cognitive diagnostic theory, this study analyzes large-scale empirical data to construct a progression framework reflecting both the sequencing of cognitive skill development and the hierarchical structure of reading abilities. A Q-matrix was calibrated through expert consensus. A hybrid cognitive diagnostic model was used to infer students’ knowledge states, followed by cluster analysis and item response theory to define progression levels, which were mapped to national curriculum standards. The findings reveal that students’ mastery of cognitive attributes follows a stepwise developmental pattern, with dominant learning trajectories. The constructed learning progression aligns well with curriculum-based academic quality levels, while uncovering potential misalignments in the positioning of some skill levels. Students with identical scores also showed significant variation in cognitive structures. The proposed model provides a data-informed foundation for adaptive instruction and offers new tools for personalized learning in English reading comprehension. Full article

Building Information Modeling (BIM) has established itself as a strategic and indispensable tool for designing and implementing smart buildings within the context of smart cities. This study explores the potentialities and challenges of using BIM across the main stages of the smart building lifecycle: design, construction, and operation and maintenance. We conducted comprehensive, detailed, and interpretative literature research to extract the main concepts and knowledge, enabling us to identify the main potentialities and challenges and classify them by life-cycle phase for smart buildings. Potentialities and challenges were prioritized based on the number of projects that cited them. The inclusion criteria for identifying potentialities and challenges were based on their key attributes: significant impact, information modeling potential, integration capability with other tools and methods, and improved performance in processes and services across all life cycle phases and BIM dimensions. The findings reveal that the main potentials include optimizing information management, reducing operating costs, enhancing environmental sustainability, and enhancing decision-making processes. Furthermore, the study highlights BIM’s role in integrating technologies such as IoT, augmented reality, and energy simulations, contributing to the development of more sustainable and functional buildings. However, challenges to its full adoption persist, including financial constraints, interoperability issues between systems, a lack of specialized technical skills, and organizational resistance to change. The dependence on advanced technological infrastructure and robust connectivity poses an additional challenge, especially in developing countries, where such resources may be scarce or inconsistent. Finally, this study suggests that future research should explore the integration of BIM with emerging technologies, such as artificial intelligence and digital twins, further expanding its applicability in the smart urban context. Full article

The aim of this scoping review was to identify the attributes that have led female leaders and coaches to be successful in high-performance (HP) sport and uncover what may be missing elements aiding women wishing to advance in HP sport. To date, most research has focused on addressing the shortage of women in sports from the organizational perspective. This study investigates the challenges, and coping skills women have encountered on an individual level. Drawing attention to the skills and experiences of women who have been successful in attaining and maintaining their role in HP sport has the potential to help others advance in the field. Abstract screening (n = 411) and full-text reviews (n = 25) resulted in the inclusion of 16 studies. Included studies were conducted in the UK, Canada, Australia, the USA, and Europe, giving this review broad worldwide scope. Several areas of interest were revealed during data analysis: the challenges these women face working in the male dominated world of sport, how they faced and overcame those challenges and have maintained their role in HP sport, and the connectivity that has been established as a support mechanism for women in a leadership role. Lastly, these women discussed competency and knowledge of the sport as an important aspect of their tenure. What is absent from the literature, and exemplified in these data, is a clearly defined pathway into HP sport for the competent and knowledgeable female leader. The specific steps she can take are yet to be defined. Full article

This systematic review explores key characteristics of effective vocational education and training (VET) teachers’ professional development and the transfer of its results into educational practice. Through thematic analysis of 24 journal articles indexed in Scopus and/or Web of Science from 2014 to 2024, the review identifies ten features of effective professional development and eight attributes supporting its transfer to practice. Effective professional development and its transfer emphasise reflection, engagement in professional communities of practice, and targeted approaches that address VET teachers’ needs. While effective professional development focuses on providing relevant, active, and collaborative learning experiences, effective transfer to practice places additional emphasis on teachers’ capacity, transformative leadership, personally significant, authentic, transformative, and supportive learning experiences that ensure new knowledge and skills are effectively applied in daily professional activities. This review offers recommendations to enhance the systematic organisation of professional development, promoting more targeted approaches to improve teaching quality in VET. Full article

Objectives: Taekwondo performance is influenced by a complex and dynamic interplay of physical, nutritional, and psychological factors, all of which contribute to competitive success. However, the gender-specific relationships among these factors in young high-performance athletes remain understudied. This study aimed to fill in this knowledge gap. Methods: A cross-sectional study was conducted with 35 elite taekwondo athletes (male: n = 20, female: n = 15, age: 13 ± 1 years). Participants underwent anthropometric assessments, dietary evaluations, and psychological skill assessments during an 8-week training camp before the World Taekwondo Championships. Physical performance was assessed using the Frequency Speed of Kick Test (FSKT_mult) and the Taekwondo-Specific Agility Test (TSAT). Statistical analyses included independent t-tests, correlation analyses, and regression models. Results: Males exhibited significantly higher fat-free mass (FFM: 42.8 ± 2.9 kg vs. 36.3 ± 1.6 kg, p < 0.001), skeletal muscle mass (SMM: 31.1 ± 2.2 kg vs. 28.2 ± 1.6 kg, p < 0.001), and energy intake (32.4 ± 4.6 kcal/kg vs. 29.3 ± 3.1 kcal/kg, p = 0.032) than females. Males also had greater dietary intakes of vitamin A, vitamin C, magnesium, and iron (all p < 0.05). There were no gender differences in any psychological attributes associated with emotional intelligence, sport success perception, and mental toughness. Although the total kick count in the FSKT_mult was similar for male and female taekwondo athletes (100.2 ± 4.6 vs. 97.5 ± 5.9 kicks, p = 0.139), males outperformed females in round 4 (19.4 ± 1.1 vs. 18.6 ± 1.4 kicks, p = 0.048) and round 5 (18.2 ± 1.0 vs. 17.2 ± 1.0 kicks, p = 0.007) of this test, suggesting higher physical performance maintenance during the test. Regression models indicated that body mass (β = 0.901, p < 0.001) and calcium intake (β = 0.284, p = 0.011) predicted performance in males, while body mass (β = 1.372, p < 0.001), protein intake (β = 0.171, p = 0.012), and emotional regulation (β = 0.174, p = 0.012) were key predictors in females. Conclusions: These findings highlight the importance of an integrated approach to training, nutrition, and psychological preparation in optimizing taekwondo performance. While males and females demonstrated similar psychological resilience and total kick output in a taekwondo-specific test, males exhibited superior endurance in later test rounds of this test. Performance optimization in young elite taekwondo athletes may require the implementation of gender-specific training and nutrition strategies, emphasizing body weight control and calcium intake for males and protein intake for females. Full article

During their career, most professional players in team sports encounter club-to-club transfers (CCTs). Indeed, it is unusual for a player to remain with a single club throughout their professional career, making these transitions pivotal moments in elite sports environments. However, there is lack of knowledge as concerns the psychosocial skills involved when players encounter CCT challenges. The current study was concerned with integrating Social Adaptability Skills (SAS) simultaneously with Acceptance and Commitment Therapy (ACT) to assist athletes with overcoming CCT challenges. A linear mixed model analysis using the likelihood ratio test revealed significant improvements in SAS, p < 0.05. Furthermore, the main effect of period was significant F(2, 203.17) = 286.07, p < 0.001, indicating that the propensity to enact and deploy SAS varied across the measurement periods (pre-, post-, and retention-test). These findings suggest that ACT-based mindfulness interventions may play a crucial role in reinforcing athletes’ enactment of SAS in overcoming CCT challenges. Overall, the results confirm that the SAS educational intervention effectively equipped athletes with the necessary psychosocial attributes to navigate CCT challenges. This study provides a foundation for future research and practical applications, emphasizing the need for structured psychological support within talent development programs. Full article

As an approach, coaching-based models have been demonstrated to enhance student self-efficacy, improve grades, and increase retention and graduation rates. Coaching-based training models are also key in mentor development, focusing on open-ended questions and active listening to create supportive environments where mentees can independently find solutions. This approach not only builds mentors’ communication and leadership skills but also enhances their adaptability and problem-solving abilities. For underrepresented groups in STEM, such training positions mentors as knowledge facilitators, helping bridge gaps in mentorship experiences and bolstering confidence in their roles, thereby contributing to a more inclusive and effective learning ecosystem. This study investigates the impact of a coaching-based approach to near-peer mentor training within the UK START program, focusing on high school student participants. Interviews revealed significant benefits, including enhanced communication skills, particularly in asking open-ended questions and avoiding judgmental language. Mentors also reported improved composure in stressful situations, often utilizing techniques such as deep breathing to manage emotions during interactions with young campers. Additionally, participants experienced personal growth, seeing themselves as leaders and role models, which they attributed to the mentorship training. The role affirmed their confidence in their STEM knowledge and sparked interest in future mentorship roles. These findings suggest that structured coaching-based training can build a supportive environment, benefiting both mentors and mentees. Full article

Pedagogical partnership experiences have been found to support students in developing professional skills, but there is little documentation on whether and how those skills are exercised later in the professional roles they might pursue. We were interested in this question, particularly given the potential for pedagogical partnership to contribute to social equity by prompting the development and eventual application of skills that are critical for professional success yet often not explicitly taught. At an R1 university, one-on-one semi-structured interviews were conducted with alumni of a pedagogical partnership program to prompt reflection on skills they developed in their time in the program and how they might relate to their post-undergraduate endeavors, including academic and professional career contexts. Participants’ reflections suggested that involvement in pedagogical partnerships impacted their development and application of professional skills, such as relationship building, communication, ability to navigate power imbalances, pedagogical knowledge, and equity-related skills. It also contributed to the development of personal attributes such as self-confidence, resilience, and flexibility. Through this research, we uncovered ways in which pedagogical partnership programs can provide an opportunity for student partners, who often hold marginalized identities, to develop some of the tacit knowledge and skills necessary to become successful in their careers post-graduation. Full article

Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, and innovation. Μeta-skills can be defined as a set of higher-order skills that incorporate metacognitive, meta-emotional, and meta-motivational attributes, enabling one to be mindful, self-motivated, self-regulated, and flexible in different circumstances. Skillfulness, and more specifically meta-skills development, is recognized as a predictor of optimal performance along with mental and emotional wellness. Nevertheless, there is still limited knowledge about the effectiveness of integrating cutting-edge technologies in serious games, especially in the field of meta-skills training. Objectives: The current systematic review aims to collect and synthesize evidence concerning the effectiveness of advanced technologies in serious gaming for promoting meta-skills development. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed to identify experimental studies conducted in the last 10 years. Four different databases were employed: Web of Science, PubMed, Scopus, and Google Scholar. Results: Forty-nine studies were selected. Promising outcomes were identified in AI-based SGs (i.e., gamified chatbots) as they provided realistic, adaptive, personalized, and interactive environments using natural language processing, player modeling, reinforcement learning, GPT-based models, data analytics, and assessment. Immersive technologies, including the metaverse, virtual reality, augmented reality, and mixed reality, provided realistic simulations, interactive environments, and sensory engagement, making training experiences more impactful. Non-invasive neurotechnologies were found to encourage players’ training by monitoring brain activity and adapting gameplay to players’ mental states. Healthy participants (n = 29 studies) as well as participants diagnosed with anxiety, neurodevelopmental disorders, and cognitive impairments exhibited improvements in a wide range of meta-skills, including self-regulation, cognitive control, attention regulation, meta-memory skills, flexibility, self-reflection, and self-evaluation. Players were more self-motivated with an increased feeling of self-confidence and self-efficacy. They had a more accurate self-perception. At the emotional level, improvements were observed in emotional regulation, empathy, and stress management skills. At the social level, social awareness was enhanced since they could more easily solve conflicts, communicate, and work in teams. Systematic training led to improvements in higher-order thinking skills, including critical thinking, problem-solving skills, reasoning, decision-making ability, and abstract thinking. Discussion: Special focus is given to the potential benefits, possible risks, and ethical concerns; future directions and implications are also discussed. The results of the current review may have implications for the design and implementation of innovative serious games for promoting skillfulness among populations with different training needs. Full article

Treatment provided by psychological counselors is a professional solution to prevailing mental health issues. Despite the presence of several narrative reviews, the counseling competencies have not been systematically examined based on empirical studies. Therefore, the present study aimed to comprehensively clarify the core counseling competencies using the scoping review method. Five databases were searched, including Web of Science, PsycINFO, PubMed, WANFANG, and CNKI. The articles were included or excluded based on strict criteria of having a specific focus on the general counseling competencies. The competencies were extracted using a three-stage coding process following the principles of the Grounded Theory method. Only 15 studies qualified and were subsequently coded to extract the relevant competencies. Through the three-level coding, 122 competencies were initially identified; then, 30 core competencies were obtained by merging similar items. Based on the attributes of the core competencies, four categories finally emerged: (1) attitude, (2) personality, (3) knowledge, and (4) skill and ability. The precise definition of each core competence was explicitly articulated and presented with references. The category of skill and ability emerged as the most frequently reported in the articles reviewed. The empirical research on counseling competencies was limited. The present study enumerated 30 core competencies for counselors and further extracted four categories from them. The findings contribute to the establishment of a compelling framework that facilitates a comprehensive understanding of the pivotal areas for counselors’ professional growth and development. Full article

Many university students report anxiety and low confidence when undertaking research courses. In the field, healthcare professionals have further identified that new graduates lack basic research skills. The research aims were to (1) ascertain what research concepts were deemed challenging to inform the development of a gamified resource (named OGRE) and (2) to determine if the resource influenced students’ research attitudes, confidence, and knowledge. Adopting a mixed-method approach, four student group interviews were conducted and pre- and post-course surveys were embedded in two large research courses as measures. Additionally, the qualitative component of student evaluations from six courses served as secondary data. Descriptive statistical analysis and thematic analysis techniques were applied. Whilst students understood the relevance of research to practice, only a minority expressed enthusiasm for the topic. The game did not significantly impact on confidence to undertake research, nor could the increase in student knowledge be attributed to the game alone. Gamified resources can be helpful for visual learners and can assist students with ‘real-life’ applications to practice problems, but are not essential to achieve a course’s learning outcomes. Further multidisciplinary team scenarios could be incorporated in OGRE to enhance practice preparedness. Full article

Background: Experiential learning is a vital component of health-professional education. It provides students with the opportunity to apply their knowledge in real-life settings before becoming licensed practitioners. Preceptors (i.e., practice educators) play a crucial role in developing students’ professional skills and competencies, as well as shaping their attitude during their clinical training. Ensuring preceptors’ quality and preparedness is a key aspect in students’ experiential learning due to the important impact of the provided training on the quality of the students’ learning experience. There is a knowledge gap about the desired attributes of pharmacy preceptors in the Gulf region, specifically Qatar, highlighting the need to explore preceptors’ views on this topic. Purpose: The aim of this scoping review is to identify the available tools in the literature to explore the desirable attributes of pharmacy preceptors as clinical educators. The objectives are to explore the reported desirable attributes of clinical preceptors in the published literature and select and utilize an appropriate tool to identify the desirable attributes of pharmacy preceptors in Qatar. Methods: The scoping review was designed to identify the relevant original research articles, which were published in English language, utilizing CINAHL, ERIC, ProQuest, and PubMed databases. Key concepts were preceptorship, attributes, pharmacy, and tools. Quantitative and mixed-methods study designs were included. The included articles were summarized according to their design, setting, population, and outcomes. The validity of the used instruments in these studies was reported. Results: A total of six articles qualified for inclusion into the full screening and were used to inform the results of this review. Skills like being a role model, assessment, and feedback expertise were of the highly important attributes to different populations (i.e., students, graduates, and preceptors). The review revealed the need for more validated tools in pharmacy research to increase the knowledge about the desired qualities of preceptors. Finally, a list of the most reported attributes in the literature was created after grouping all the reported attributes into five categories: (1) knowledge, teaching, and presentation skills; (2) professionalism and development skills; (3) communication skills; (4) supportive mentoring; and (5) enthusiasm and interest. Conclusions: the top three identified attributes were related to communication, assessment and feedback, and professionalism. The results of this review demonstrated a lack of well-designed and validated tools in pharmacy research that can be used to explore the desirable attributes of pharmacy preceptors. This necessitates further research to develop and validate a new appropriate tool to ultimately understand the perceptions of pharmacy preceptors on this topic. Including more databases in the research could have enriched the findings. Full article

The paper examines the integration of virtue epistemology into the philosophy of science, emphasizing its potential to deepen our understanding of scientific inquiry. The article begins by considering the limitations of traditional epistemological frameworks that focus on beliefs. The discussion is set in the context of the “value turn” in contemporary epistemology. Arguments are made to move towards recognizing the significance of intellectual virtues and the nature of epistemic agents. The current gaps in definitions of intellectual virtues about reliabilist and responsibilist approaches are examined and conceptual steps are proposed to bridge these gaps. It is suggested that the local and general epistemic goals of science should be clearly distinguished and then different ways of knowing should be attributed to these goals. These ways of knowing are proposed to be seen as exemplifying the realization of reliable skills and intellectual character traits. In sum, the article argues that adopting a virtue epistemology not only enriches the discourse on scientific knowledge but also promotes a culture of responsibility and integrity in the scientific community. Full article

According to European organizations, intercultural competence is considered a prerequisite for achieving social cohesion. Even though its development calls for a lifelong learning approach, the formal education system has a primary task in its development through all school subjects, i.e., the entire school curriculum. In the last twenty years, international and European organizations have emphasized the importance of religious education in developing students’ intercultural competence. The Republic of Croatia has applied European recommendations in its educational documents and defined intercultural competence as one of the fundamental competencies in the national educational curriculum. The question arises of how religious education in the Republic of Croatia helps students achieve and develop intercultural competence concerning knowledge of other religions and worldviews. This paper is focused on Catholic Religious Education in primary and secondary education. Data are collected using semi-structured interviews among nine Catholic RE teachers in Zagreb County, Republic of Croatia. Qualitative research is based on findings of a quantitative survey conducted among Catholic religious education teachers in 2022. The research questions are: (1) Why are guest lectures and visits to religious communities less represented forms of learning in confessional Religious Education? (2) Which methods are used to develop specific dimensions of intercultural competence (conflict resolution, analytical and critical thinking, attitudes)? (3) Does interreligious learning lead to changes in students’ behaviour, and what are the obstacles to interreligious learning? This paper aims to examine the methodical approaches of RE teachers in the development of intercultural competence, as well as the obstacles they encounter in the process of imparting knowledge about other religions and worldviews within Catholic religious education. Results have shown that the teaching process remains at an informational level; the development of attitudes, critical thinking skills, and conflict-resolution skills is lacking. The absence of experiential learning can largely be attributed to external factors, such as administrative obstacles and teacher’s/parents’ attitudes. Full article