11. Educational Improvement and Quality Assurance
Paper
Revolutionizing Learning with The Next-Gen LMS (Scrole)
Mudassir Arafat
Turiba University, Latvia
Presenting Author: Arafat, Mudassir
In the 21st century where educational organizations are harnessing their skill sets with the help of information and technology, the Knowledge transfer from pedagogy to information and communication technology (ICT) plays a vital role (Reding, 2003). Therefore, in real-life situations, it's crucial to pay attention to what stakeholders of learning organizations need even before we create a product or service. We can make better decisions by understanding their needs and comparing them with what we can offer (Madzík.et.al, 2019).
The Kano Model of Satisfaction (1984) is extensively employed by numerous educational and training institutions to assess the impact of individual service components on overall student satisfaction within broader service domains, particularly concerning academic advising or the intended digital learning outcomes (IDLO) of stakeholders in Higher Education Institutions (HEIs). (Mcdowall, 2016)
In digital learning, ICT is an important medium. Therefore, designing an LMS to satisfy the needs of stakeholders of HEIs is one of the crucial factors. This study prominently incorporates the theory of attractive quality (Kano model) to analyze the needs of stakeholders for digital learning tools. Kano analysis can offer a better understanding of how stakeholders of HEIs evaluate a product and assist the development of new LMS by focusing on the most important attributes that need to be improved. (Hsu.et.al, 2019) 81
The aim of the KANO analysis for this particular research is to develop a new Learning Management System (LMS) that is designed as per the preferences of the stakeholders of HEIs.
This paper caters crucial support to any HEI on the path of incorporating digital learning tools, specifically LMS into their organization. This paper highlights the perspectives of stakeholders of HEIs in terms of acceptance and utilization of digital learning tools in their daily routines.
The newly designed LMS will offer 22 new functional factors namely from F1 to F22. These factors comprise various LMS attributes such as ease of use, interactivity index, interconnectivity, design, and layout, (Application Programming Interfaces) API integration, compatibility with various mobile devices, monitoring learners’ performances as well as Human Resource and Accounts Modules integrated.
This paper highlights the Kano Method research findings and analysis for the Ph.D. research paper of the author.
The 21st century today demands an educational structure that caters to the demands and skills of the new generation in this digital age (OECD, 2019). As per Ferri and colleagues (Ferri.et.al, 2020, pp. 2-3) it is mentioned that a digital learning system implemented properly acts as a very crucial support structure for the delivery of modern constructive coaching. 58
Rehman and colleagues (Rahman.et.al, 25) further establish facts that to cater the need of and support the “Digital Technologies”, the LMS sounds easy and faster way of education, especially in the times of current Pandemic that has made the entire education industry switch to online mode of education”.
Even though LMS’s have been popular and are widely adopted for their vast offerings that aid digital learning & education. Several authors Umar & colleagues (Umar.et.al, 2017) Brandford (2017) & Naufal (2017) have argued that LMS’s still have limitations that cannot be overlooked. Umar & colleagues highlighted some of the drawbacks of the LMS’s and one of the major factors is that they figured out the primary acceptance and endorsement of the stakeholders that means (teachers/ trainers/ educators/ students/ course designers/ administrative & management personnel as well as owners and managers of the educational institutions or organizations).
As per Anderson & Dron (Anderson & Dron, 2017) majority of LMSs are restricted to authorized users deliberately so that the higher authorities of the educational organizations can govern them.
Methodology, Methods, Research Instruments or Sources UsedTo measure the satisfaction level, of the stakeholders with the newly planned LMS named “Scrole” the author has used Kano analysis for this purpose. The analysis is based on the feedback received by the stakeholders of HEIs in Latvia according to the questionnaire prepared and distributed randomly. The survey Google form was drafted to suffice the Kano principles such as functional and dysfunctional ones accordingly. Moreover, self-importance ratings were also taken for the particular product feature codes that comprise 22 features. Analysis was done both continuously and discretely, and results were summarized accordingly.
The Technology Pedagogy Content Knowledge (TPACK) (Mishra.et.al, 2017) and Technology Acceptance Model (TAM), (Ros.et.al, 2015) were the main models and frameworks used in framing qualitative and quantitative question sets. It substantiated that those various aspects of the criteria demand the incorporation of various paradigms.
Survey analysis highlights almost all 20 out of the 22 features of the “Scrole” are accepted by the stakeholders of HEIs in Latvia. That is except Feature (F12 & 16) yield a value of (P) in the category which according to Kano rules means Positive. It is not always the same and however, things can even change whilst the product is in the pilot testing stage as it is observed that people’s needs, wants and minds change according to the product's versatility and changing trends. (Rust, 2020)
Research question: Will the newly designed LMS model fulfill the Technology Acceptance Model (TAM) criteria?
Research methods: 1) data collection – stakeholders’ survey (closed-ended questions with functional & dysfunctional and urgency of importance attributes for Kano analysis), stakeholders’ structured observation done by 5 structured Interviews from stakeholders of HEIs from Latvia. Among the Interviewees were three professors from the International College of Cosmetology, the head of the Department of Tourism of Turiba University, and a lecturer of the English Language at the University of Latvia. Mixed-methods data analysis strategies – data interpretation and comparison. For qualitative data analysis, content analysis was applied – the basic analytic method of interpretivism. For quantitative data – descriptive analysis and frequency calculations were carried out.
Research process: Stakeholders’ who participated in the "Scrole" survey were specifically targeted according to the HEIs in Latvia. Respondents answered questions that highlighted limitations with LMS, preference factors, daily struggle, inclusion of artificial intelligence for digital learning, and connection of a personal touch with digital modes of learning.
Research period: November 2021 – December 2023.
Conclusions, Expected Outcomes or FindingsStakeholders consider specially designed software Like Moodle in HEIs, is not easy! Teachers find limitations in terms of time management for training, special software is staggeringly complicated to understand as most teachers don’t have IT backgrounds. The major issue with special digital LMS tools is stakeholders need to depend upon the technical or IT administrator to troubleshoot the problems causing valuable time loss. Other issues highlighted by the stakeholders are generation trends & characteristics, stakeholders have a common opinion that technology should not be the starting point but pedagogy should be, and to practice or implement any new LMS the involvement of all the stakeholders is a must. The biggest concern stakeholders of HEIs raised was about data security.
The Attractive Value (A): - When it comes to product attractiveness the value field (A) in discrete analysis gives some of the feature’s percentages below 10% in terms of attractiveness and those are the points the product needs to be worked upon to make it more attractive amongst the stakeholders of HEIs.
To overcome the reverse value (R) value for “Scrole” it is important to see what features are being rejected, in this case, it is (F12&F16) that integration with social media and other platforms is not welcomed by the stakeholders of HEIs.
The discrete analysis gives a broader overview of every feature accepted or rejected by the stakeholders of HEIs. The Performance Value (P) field shows that all the 22 features of "Scrole" have gained above 50% in terms of Performance features, except F12 & F16, which means that is highly desirable and will be widely accepted by the stakeholders of HEIs in Latvia once developed and launched.
"Scrole" LMS has good possible strengths to attract stakeholders to achieve their intended digital learning outcome (IDLO).
ReferencesAnderson, & Dron. (2017. gada 15. December). Integrating learning management and social networking systems. Integrating learning management and social networking, 25, 5-19. doi:10.17471/2499-4324/950
Ferri.et.al, F. (2020. gada August). Online Learning and Emergency Remote Teaching Opportunities and Challenges in Emergency Situations. MDPI Journals, 10(4), 1-18. doi:10.3390/soc10040086
Hsu.et.al, J.-Y. (2019). Discover Users’ Needs in e-Learning by Kano Analysis and Decision Trees. IEEE 6th International Conference on Industrial Engineering and Applications (ICIEA). Tokyo, Japan: EEE. doi:10.1109/IEA.2019.8714873
Madzík.et.al, P. (2019. gada 28. January ). Application of the Kano Model for a Better Understanding of Customer Requirements in Higher Education—A Pilot Study. MDPI Journal, 1-18. doi:10.3390/admsci9010011
Mcdowall, M. P. (2016). Applying The Kano Model To Higher Education: Moving Beyond Measuring Student Satisfaction. University of North Dakota UND Scholarly Commons. North Dakota : University of North Dakota. Ielādēts 2023. gada 5. Nov no https://commons.und.edu/theses/1931
Mishra.et.al, P. (2017. gada 4. December ). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, Computer Science, Engineering, 193(3). Ielādēts 2023. gada 18. Jan no https://doi.org/10.1177/002205741319300303
OECD. (2019. gada Oct). Educating 21st Century Children. Emotional Well-being in the Digital Age(Educational Research and Innovation), 7081-7092. Riga, Latvia: OECD. doi:http://www.oecd.org/education/educating-21st-century-children-b7f33425-en.htm
Rahman.et.al, M. (25. gada 25. Novemeber). Learning Management System (LMS) in Teaching and Learning. International Journal of Academic Research in Business & Social Sciences, 9(11), 1529-1535. doi:10.6007/IJARBSS/v9-i11/6717
Reding, V. (2003). e-learning for Europe. European Council, Education & Culture. Brussels: Publications.eu.int. Ielādēts no http://europa.eu.int
Ros.et.al, S. (2015). On the use of extended TAM to assess students' acceptance and intent to use third-generation learning management systems. British Journal of Education & Technology, 46(6), 1250-1271. Ielādēts no https://doi.org/10.1111/bjet.12199
Rust, R. T. (2020. gada 5. March). The future of marketing. International Journal of Research in Marketing, 37(1), 15-26. Ielādēts 2023. gada 2. Dec no https://doi.org/10.1016/j.ijresmar.2019.08.002
Umar.et.al, I. N. (2017. gada 18. August). A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges. EURASIA Journal of Mathematics, Science and Technology Education, 7270-7286. doi:1305-8223
11. Educational Improvement and Quality Assurance
Paper
Competence-based Approach for Educational Improvement of Biology I Programme: the Case of Latvia
Rita Birzina
University of Latvia, Latvia
Presenting Author: Birzina, Rita
Competence-based education (CBE) was broadened at the beginning of the 21st century in the context of discussions on the challenges and ways of modernising education, emphasising that it is innovative education: not only a new way of teaching, but also a new way of thinking (Makulova et al., 2015).CBE impacts Europeanisation on national curriculum reforms. The curriculum as a content concept has a continental European tradition and specific Anglo-American roots. It includes a detailed description of the curriculum content that teachers should transmit to students when teaching (Nordin & Sundberg, 2016). At the same time, it can be considered that CBE is a systems-change approach intended to re-shape traditional understandings of what, when, where, an d how students learn and demonstrate academic knowledge and skills (Evans, et al., 2020). This means that developing CBE must simultaneously focus on curriculum, teaching and learning. Nowadays, CBE is being integrated into more and more schools every year It essentially focuses on the development of a student's skills, knowledge (cognitive component), attitudes (affective component) and behaviour (behavioural component) (Cuyacot, E. & Cuyacot, M., 2022). Important elements of competence education are personalized learning, higher student engagement, clear learning objectives, flexibility, adaptation to diverse learners needs, strategies to ensure equity, real-world skills, and continual assessment (Levine & Patrick, 2019; Lorente, 2023). In general, CBE can be considered to be characterised by 5 dimensions: 1) learners progress after demonstrating mastery; 2) there are clear, measurable and achievable outcomes; 3) assessment is meaningful and provides positive learning experiences for learners; 4) learners receive timely, differentiated support based on their individual learning needs; and 5) learning outcomes emphasise competences that involve applying and creating knowledge as well as developing important skills and dispositions (Evans et al., 2019).
However, there are also problems in the implementation of CBE, which are related to (1) a lack of standardization - difficult to assess and compare the performance of students across different schools or regions; 2) narrow focus on specific skills or competencies, potentially overlooking the broader development of students in areas such as critical thinking, creativity, and problem-solving; 3) too much emphasis on standardized testing to measure specific competencies; 4) inflexibility not always accommodate individual differences among students; and 5) reduced emphasis on content knowledge (Boritz & Carnaghan, 2003; Lassnigg, 2015; Edwards, 2016; Bowden, 2000; Hodge, et al., 2020).
This is particularly true for STEM education (UNESCO, 2019). According to Chalmers et al. (2017) schools face practical difficulties in integrating STEM disciplines in the implementation of Big Ideas (Harlen, 2015). This is attributed to timing, teacher skills, differing curriculum requirements and assessment criteria, and the fact that some STEM disciplines are optional. In general education an improved competence-based education content was fully introduced by 2023. Curriculum reform in Latvia will require a change in teaching and pedagogical approaches (OECD, 2020). The big ideas is central themes or key concepts that guide the teaching and learning of biology, aiming to ensure that students achieve specific learning outcomes related to understanding and engaging with the subject (Skola2030, 2019). The reform of biology content in Latvian schools aims to modernize and enhance the teaching of biology in Latvian schools. It involves changes in the curriculum, teaching methods, and assessment practices to ensure that students gain a deeper understanding of biological concepts and develop critical thinking skills.
The aim of the article is to find out how the implementation of CBE approach in Latvian schools improve the learning of biology. To do this, the research question was stated: What are the opinions of biology teachers on the implementation of the Biology I curriculum developed by Skola2030?
Methodology, Methods, Research Instruments or Sources UsedIn 2023 the Faculty of Biology of the University of Latvia implemented the sub-project "Digital Authoring Solutions for the Development of Learning Strategies for STEM Content Acquisition to Mitigate the Impact of Pandemic Biology I" (Identification No VISC 2023/2) of the project "Support for the Development of Individual Competences of Learners" (No 8.3.2.2/16/I/001) financed by the European Social Fund of the Ministry of Education. The aim of the project was to develop a curriculum and 105 interactive lessons for the optimal level of the core course Biology I. In order to achieve the project objectives, a pilot-survey of Latvian secondary school biology teachers was carried out to find out about the implementation of the previous Biology I programme developed by Skola 2030.
The survey contained 6 demographic items, 40 Likert-style items with a 5-point scale (1 = strongly disagree to 5 = strongly agree), and 3 open-response items. It was structured in 3 parts. The first part identified the respondent's profile (gender, age, type of school, length of service and subject taught). The second part was an evaluation of the Biology I Curriculum in the context of the competence approach, focusing on the relevance of the content to the core principles of the competence approach. The third part of the study focused on the institutional, professional and personal factors influencing teacher performance.
The questionnaire was placed on the QuestionPro e-platform and the snowball sampling method was used to collect respondents.
67 secondary school biology teachers participated in the pilot study (by seniority 1/2 year to 10 years - 8; 11-20 years - 14; 21-30 years - 20; 31-45 years - 25), of whom 12% were male and 88% female, predominantly aged 48% 51-65 years.
As this is a pilot study and the number of respondents to the survey will increase, only descriptive statistics are offered in the data analysis.
Conclusions, Expected Outcomes or FindingsContent of Biology I Curriculum. Teachers consistently rate the relevance of the programme's learning outcomes (M=3.45, SD=0.80) and the use of recommended teaching methods (M=3.33, SD=0.98). Science literacy achieved (M=3.17, SD=1.10), all Big Ideas are included (M=3.14, SD=1.24) in the content of the programme. The logical sequence of biology topics and subtopics are rated average (M=2.55-2.76, SD=1.22-1.13), but below average - the total number of teaching hours is not sufficient to flexibly adapt the curriculum to students' individual needs and that the number of teaching hours is not sufficient (M=2.19, SD=1.09) for students to acquire research skills.
Institutional factors. The school has a wide range of ICT facilities (M=3.55, SD=0.95), facilities for laboratory work (M=3.38, SD=1.00) and facilities for microscopy laboratory (M=3.32, SD=1.08). The distribution of responses shows that not all schools have such facilities, which is also reflected in the question on the use of sensors and computers (M=2.97, SD=1.12).There is a need for improvement of resources and materials in order to achieve all the program's results.
Professional factors. Teachers lack time to develop lessons (M=2.45, SD=1.03) because they have to look for a lot of additional information (M=4.35, SD=0.72). Teachers have no problems with ensuring classroom discipline (M=4.09, SD=0.72) and they regularly conducts formative assessments (M=4.01, SD=0.76) and provides effective feedback (M=3.57, SD=0.79).
Personal factors. A teacher's well-being is determined by the conditions in which they work. They receive support from the school administration and from their colleagues, both in collaborating with other teachers on cross-curricular topics, in observing their own lessons and in observing the lessons of other colleagues.
Conclussion. Study confirms that teachers are successfully implementing the competence approach in Biology I, but there is a need to improve the content of Biology I curriculum and provide teachers with teaching materials and resources.
ReferencesBoritz, J. E., & Carnaghan, C. A. (2003). Competency‐based education and assessment for the accounting profession: A critical review. Canadian Accounting Perspectives, 2(1), 7-42.
Bowden, J. A. (2000). Competency-based education–neither a panacea nor a pariah. In Technological Education and National Development conference.
Chalmers, C., Carter, M., Cooper, T., & Nason, R. (2017). Implementing “big ideas” to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15, 25-43. https://doi.org/10.1007/s10763-017-9799-1
Cuyacot, E. P., & Cuyacot, M. T. (2022). Competency-based education: Learner’s new process for success. International Journal of Research, 11(4), 89-101.
Edwards, R. (2016). Competence-based education and the limitations of critique, International Journal of Training Research, 14:3, 244-255, DOI:10.1080/14480220.2016.1254366
European Council. (2024). European Education Area. https://www.consilium.europa.eu/en/policies/education-area/
Evans, C. M., Graham, S. E., & Lefebvre, M. L. (2019). Exploring K-12 competency-based education implementation in the Northeast States. NASSP Bulletin, 103(4), 300-329. https://doi.org/10.1177/01926365198774
Evans, C. M., Landl, E., & Thompson, J. (2020). Making sense of K‐12 competency‐based education: A systematic literature review of implementation and outcomes research from 2000 to 2019. The Journal of Competency‐Based Education, 5(4), e01228.
Harlen, W. (2015). Towards big ideas of science education. School Science Review, 97(359), 97-107.
Hodge, S., Mavin, T., & Kearns, S. (2020). Hermeneutic dimensions of competency-based education and training. Vocations and Learning, 13, 27-46.
Lassnigg, L. (2015). Competence-based education and educational effectiveness. A critical review of the research literature on outcome-oriented policy making in education. HS Sociological Series. Working Paper 111
Levine, E. & Patrick, S. (2019). What is competency-based education? An updated definition. Vienna, VA: Aurora Institute
Lorente, L. M. (2023). Competency-Based Curriculum As A Strategy For STEM Education In The 21st Century. Journal of Namibian Studies: History Politics Culture, 36, 1310-1328.
Makulova, A. T., Alimzhanova, G. M., Bekturganova, Z. M., Umirzakova, Z. A., Makulova, L. T., & Karymbayeva, K. M. (2015). Theory and practice of competency-based approach in education. International Education Studies, 8(8), 183-192.
Nordin, A., & Sundberg, D. (2016). Travelling concepts in national curriculum policy-making: The example of competencies. European Educational Research Journal, 15(3), 314-328.
OECD (2020), OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development Guidelines 2021-2027, OECD Skills Studies, OECD Publishing, Paris, https://doi.org/10.1787/ebc98a53-en.
Skola2030 [School 2030]. (2019). Retrieved from https://www.skola2030.lv/lv (in Latvian)
UNESCO (2019). Exploring STEM competences for the 21st century.
11. Educational Improvement and Quality Assurance
Paper
Social skills of University Students according to Labor Market Needs: Results of a Survey
Buratin Khampirat1, Ieva Rudzinska2, Kwanruan Pusaboon3
1Suranaree University of Technology, Thailand; 2Latvian Academy of Sports Education, Latvia; 3Surindra Rajabhat University, Thailand
Presenting Author: Khampirat, Buratin;
Rudzinska, Ieva
In contemporary workplaces, employers increasingly value soft skills such as effective communication, teamwork, and adaptability, making it imperative to explore and understand the social skills cultivated during university education (Sa-Nguanmanasak & Khampirat, 2019; Poláková et al., 2023). Social skills, identified as pivotal employability skills for graduates, extend beyond the confines of academic knowledge, playing an instrumental role in shaping successful trajectories (Owusu et al., 2022; Thomas et al., 2023).
Recognizing their significance, higher education institutions (HEIs) have adopted a holistic approach, emphasizing the concurrent development of social skills alongside academic skills (Arhuis-Inca & Ipanaqué-Zapata, 2023; Khampirat, 2021). This strategic emphasis aligns with the multifaceted nature of success, not only in the labor market but also in personal life and future careers, as asserted by García-Álvarez et al. (2022). Within the sphere of employability, the essence of social skills lies in their transformative impact on graduates' ability to navigate a rapidly evolving professional landscape. The capacity to motivate others, a key facet of these skills, translates into effective team collaboration and leadership (Ćurlin et al., 2020; Garrote & Moser, 2021). The ability to build and maintain relationships, as highlighted by Ćurlin et al. (2020) and Garrote & Moser (2021), serves as a cornerstone for networking and collaborative endeavors.
As the labor market continues to demand a workforce equipped with a diverse skill set, the trajectory of higher education is marked by an imperative to produce well-rounded individuals. Social skills, therefore, emerge as catalysts for success, influencing personal and professional growth (Shen & Wang, 2023). This comprehensive skill set becomes a hallmark of graduates prepared not only with academic proficiency but also with the interpersonal acumen and adaptability necessary for a dynamic world (Lee et al., 2024; Narimani et al., 2023; Poláková et al., 2023). The evolving landscape of work and career trajectories underscores the enduring relevance of social skills, positioning them as a linchpin in the paradigm of contemporary education and employability (Aliu & Aigbavboa, 2023).
Therefore, the objective of this research proposal is to assess social skills in alignment with the requirements of the labor market. To address this objective, the study formulates the following research questions:
Q1: Which social skills align with the demands of contemporary labor markets?
Q2: What is the proficiency level of social skills among Thai students?
Q3: Is there a difference in social skill levels between students who have experienced internships and those who have not?
Methodology, Methods, Research Instruments or Sources UsedThe study's design was meticulously developed, grounded in the background, problems, and objectives. It initiated from preliminary work and progressed through the five crucial stages of Social Skills Scale (SOSS) development and analysis. These stages encompassed the creation of a new scale, sample recruitment, item reduction, data collection, and the assessment of reliability and validation. An additional facet involved scrutinizing mean differences across variables such as gender, family average income, types of internships or work experiences, and duration.
In Stage I, focused on items generation and selection, the primary objective was to craft a tool for assessing social skills. This phase was firmly grounded in the study's theoretical framework, an extensive literature review, and prior instruments. Utilizing insights from existing studies covering a broad spectrum of competencies, the research constructed 59 initial positive-question items. To ensure suitability for measuring SOSS for labor market needs, existing items from previous studies were selectively chosen.
Stage II involved expert reviewing and a pilot study. Seven experts evaluated the initial 59-item SOSS, bringing significant workplace assessment experience. They assessed each item's quality and provided feedback to enhance appropriateness and clarity. Content validity, as judged by experts, was analyzed using the index of item-objective congruence (IOC). The final iteration of the SOSS comprised 59 items rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), available in both English and Thai. The research included 955 participants from 15 universities across Thailand, presenting a diverse demographic profile. 20% were males and 80% were females. Their ages ranged mostly from 19-22 years.
Ethical approval was obtained from the Ethics Committee at the University. Data collection was conducted anonymously through the use of Google Forms. Descriptive statistics were employed to understand central tendencies and variabilities in the responses, and exploratory and confirmatory factor analyses were conducted to establish construct validity. Additionally, an independent t-test was utilized to examine differences in social skills across internship experiences.
Conclusions, Expected Outcomes or FindingsIn conclusion, the research systematically addressed three pivotal inquiries, offering invaluable insights into the social skills landscape among Thai students and their alignment with contemporary labor markets. Firstly, the study meticulously identified a comprehensive set of social skills crucial for success in today's dynamic work environments through an extensive literature review and scale development process. Secondly, by surveying 955 participants from 15 universities in Thailand, the research not only illuminated the current state of social skills but also contributed to the ongoing discourse on the role of education in fostering these competencies. Thirdly, the study investigated the impact of internships on social skill levels, revealing whether practical experiences significantly contribute to students' social skill development—a crucial aspect for educational institutions and employers alike. The expected outcomes include a detailed understanding of demanded social skills, serving as a roadmap for curriculum development, proficiency level benchmarking, and insights into the impact of internships.
Importantly, the research is beyond the Thai context, with implications applicable to other countries, including European nations. Recognizing the universal value of social skills in the global job market, the identified competencies resonate across diverse cultural and economic contexts. The findings provide guidance for international educational institutions and policymakers to tailor curricula and strategies to match the social skill requirements of their respective labor markets, with specific insights into the impact of internships.
ReferencesArhuis-Inca, W., & Ipanaqué-Zapata, M. (2023). The Relationship Between Social Skills, Psychological Well-Being, and Academic Performance in University Students in Chimbote, Peru. Revista Electrónica Educare, 27(2), 1-14. https://doi.org/10.15359/ree.27-2.15848
Aliu, J., & Aigbavboa, C. (2023). Key generic skills for employability of built environment graduates. International Journal of Construction Management, 23(3), 542-552. https://doi.org/10.1080/15623599.2021.1894633 Ćurlin, T., Pejic Bach, M., & Miloloža, I. (2020). Presentation skills of business and economics students: Cluster analysis. Croatian Review of Economic, Business and Social Statistics, 6, 27-42. https://doi.org/10.2478/crebss-2020-0009
García-Álvarez, J., Vázquez-Rodríguez, A., Quiroga-Carrillo, A., & Priegue Caamaño, D. (2022). Transversal competencies for employability in university graduates: A systematic review from the employers’ perspective. Education Sciences, 12(3), 204. https://doi.org/10.3390/educsci12030204
Garrote, H. A., & Moser, O. E. (2021). The social relationships of students with intellectual disabilities in inclusive classrooms. Empirische Sonderpädagogik 13(3), 201-215. https://doi.org/10.5167/uzh-209713
Khampirat, B. (2020). The relationship between paternal education, self-esteem, resilience, future orientation, and career aspirations. PLoS One, 15(12), e0243283. https://doi.org/10.1371/journal.pone.0243283
Khampirat, B. (2021). The impact of work-integrated learning and learning strategies on engineering students’ learning outcomes in Thailand: A multiple mediation model of learning experiences and psychological factors. IEEE Access, 9, 111390-111406. https://doi.org/10.1109/ACCESS.2021.3055620
Lee, Y. A., Park, H. G., Cheon, J. E., Rice, K. G., & Kim, Y.-H. (2024). Mediating role of social skills in the longitudinal relationship between intrapersonal perfectionism and psychological well-being of preadolescents. Journal of School Psychology, 102, 101257. https://doi.org/10.1016/j.jsp.2023.101257
Narimani, M., Sahebgharan fard, M., & Nokhostin Goldoost, A. (2023). Comparing the effectiveness of the model based on progress motivation and social skills training on academic self-efficacy in students with learning disabilities. Journal of Learning Disabilities, 12(3), 91-81. https://doi.org/10.22098/jld.2023.12901.2095
Owusu, J., Hayat, N., Oppong, P. K., & Owusu-Ansah, W. (2022). Achieving entrepreneurial intention through entrepreneurial orientation, social network ties, and market intelligence generation perspectives. International Journal of Research in Business and Social Science, 11(6), 86-97. https://doi.org/10.20525/ijrbs.v11i6.1901
Pagnoccolo, J., & Bertone, S. (2021). The apprentice experience: The role of interpersonal attributes and people-related generic skills. Education + Training, 63(2), 313-327. https://doi.org/10.1108/ET-05-2020-0116
Peng, R., Abdul Razak, R., & Hajar Halili, S. (2023). Factors influencing in-service teachers' technology integration model: Innovative strategies for educational technology. PLoS One, 18(8), e0286112. https://doi.org/10.1371/journal.pone.0286112
Shen, H., & Wang, M. (2023). Effects of social skills on lexical alignment in human-human interaction and human-computer interaction. Computers in Human Behavior, 143, 107718. https://doi.org/10.1016/j.chb.2023.107718
Thomas, S., Kågström, A., Eichas, K., Inam, A., Ferrer-Wreder, L., & Eninger, L. (2023). Children’s social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition). Frontiers in Psychology, 13, 1020963.
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