An AHP-Based Evaluation Method for Vocational Teacher‘s Competency Standard

Teacher competency standards are the main guidelines for assessing the initial academic qualification of teachers. The basis for the assessment of teacher performance is the sustainable development of their professional career. This research reassesses teachers' competency standards in vocational high schools (VHSs) to sufficiently explain the competence in teaching tailored to the needs of the industrial world. This research aims at an assessment structure established on the Analytic Hierarchy Process (AHP) to assess such competency standards for VHS teachers steadily to assess such competency standards for VHS teachers. The assessment model is classified into four critical criteria, namely: 1) pedagogical competency, 2) professional competency, 3) vocational competency, and 4) technological competency. These criteria are further accumulated into 21 sub-criteria to gauge the efficacy of teacher competency standards. This finding shows that the pedagogical competencies are the most important in this research. Thus, this study's novelty is seen in developing two key aspects: a more detailed explanation of sub-competencies and competencies to enhance Indonesia's skilled teachers' competency levels.

Psychometric Testing of the Technological Competency as Caring in Nursing Instrument – Revised (English Version Including a Practice Dimension)

Background: The middle range theory Technological Competency as Caring in Nursing (TCCN) guides nursing practices. The TCCN Instrument (TCCNI) measures perception dimension of the theory and has been revised and translated into the Japanese language (TCCNI-R). Testing the translated version of the TCCNI-R to English language with the inclusion of a practice dimension is warranted.Purpose: This study aims to determine the psychometric properties of the TCCNI-Revised English version with Practice dimension (TCCNI-RePract).Methods: A web-based cross-sectional study was conducted with data from 202 valid questionnaire copies from professional nurses in selected hospitals and nurse educators in universities. Results: The suitability for factor analysis was determined using Kaiser-Meyer-Olkin index (0.93), Bartlett's sphericity test of 3256.93, p<0.001, the anti-image correlations ranged between 0.87 and 0.96, and an average value of communalities of 0.66. In the four rotations conducted with the maximum likelihood method with a Harris-Kaiser Orthoblique rotation, four items were excluded with factor loadings less than 0.40. These results determined the final scale with 21 items and four subscales, namely: (1) Knowing the person (8 items); (2) Technological competency as Caring (6 items); (3) Technology and caring (4 items); and (4) Expression of nursing as Caring (3 items). Cronbach’s alpha coefficient for the total scale was 0.94. With two dimensions of the TCCNI-RePract, the perception dimension had significantly higher scores than the practice dimension. When comparing mean factor point among the dimensions, the perception scores were significantly higher for Factor 1 and Factor 3.Conclusion:The TCCNI-RePract is an acceptable tool that can reliably measure nurses’ perception and practice of TCCN. It is affirmed that with this tool, measuring perception and practice status of TCCN theory is possible. It is considered that the evaluation results can be used to plan in-hospital education.

Perceptions of nurse managers and staff nurses regarding Technological Competency as Caring in Nursing theory in general hospitals in Japan

Background: Nurses as primary healthcare providers demonstrate quality nursing care through competencies with healthcare technologies, while nurse managers assume the primacy of managing quality healthcare in their respective care settings. However, little is known about perceptions of the influence of care technologies on their nursing practice. Objective: This study aimed to determine managers’ and staff nurses’ perceptions regarding the Technological Competency as Caring in Nursing (TCCN) theory in general hospitals in Japan. Methods: This study employed a cross-sectional survey design, with 421 participants selected using a stratified sampling method. Technological Competency as Caring in Nursing Instrument–Revised (TCCNI-R) was used for online data collection using Survey Monkey©. Data were analyzed using Welch’s t-test and ANOVA. Results: Nurses with years of experience within the range of 20 to less than 30 years showed the highest TCCNI-R scores among the two groups. Nurses who had received education on caring in nursing showed significant differences for Factor 2 (Technological Competency as Caring), that of expressing Technological Competency as Caring. Three other factors showed no significant difference, namely in Factor 1 (Nursing Expression as Caring), Factor 3 (Technology and Caring), and Factor 4 (Technological Knowing). However, the average scores of these factors were high, which reflect high professional ethics and occupational discipline and increased awareness of caring in nursing. It was also found that the nurse managers were more aware of the TCCN than were the staff nurses. The nurse managers were also more aware of providing care using technology, recognizing the need-to-know patient needs through technology and providing care to the ever-changing patient’s condition. Conclusion: The study discovered that continuing education is needed regarding the practice of nursing based on theory, enabling appropriate and accurate understanding of practicing knowing persons as caring in nursing. Funding: JSPS KAKENHI Grant Number JP17K12159

The general technological competency model for vocational teachers in Kazakhstan

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan. Keywords: education; survey; technology; ICT; vocational education and training.

Case Study of the Integration of Digital Competencies into Teacher Preparation

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

A conceptual model for measuring the competency level of Small and Medium-sized Enterprises (SMEs)

Small and Medium-Sized Enterprises (SMEs) are of major importance to developing countries. SMEs are the main drivers to strengthen society in sustaining economic growth and development. Governments provide various support programs to improve their industrial power and to increase the number of enterprises in the market. The enterprises must be assessed and suitable funds should be provided to those in need, to achieve an effective support program in the most efficient way.This requires implementing an assessment methodology based on a predefined set of scientific criteria. The current literature is comprehensive enough to assess the healthiness of the enterprises concerning strategic, technologic, financial as well as intellectual competencies but on the other hand, it lacks of an assessment model. This study aims to introduce a general framework for sustaining an effective assessment methodology for SMEs to eliminate this gap. The proposed model measures five different types of competencies such as Technological Competency, Strategic Competency, Financial Competency, Intellectual Competency, R&D and Innovation Competency. These competencies are to put forth the conditions in which the enterprises are running accurately. A real-life case study is conducted to ensure the baseline of the model to be implemented. The governmental organizations may utilize the model for sustaining their support role effectively to SMEs.

Interaction with a machine teacher improves student learning outcomes and teaching effectiveness. Results with Wiley Daila from Indonesia

With the increase in demand for online learning, machine teachers are becoming an important technology in higher education since they are expected to improve teaching effectiveness and student learning outcomes. However, machine teachers require an aptitude for technology and are associated with high initial costs. Thus, here we use a more basal form of a machine teacher that enhances the interaction but does not require advanced technological competency. In a survey study from two universities in Indonesia, we investigate how the machine teacher Wiley Daila affects the teaching and learning environment. The findings indicate that Daila is perceived as useful and increases perceived teaching effectiveness and student learning outcomes. The study also shows that more research is needed to better understand the nuances in interaction.

The Effect of In-Service Educational Programs on Nurse Managers' Understanding of the Theory of Technological Competency as Caring in Nursing

Healthcare providers in advanced healthcare systems recognize the value of practices involving technological competencies in healthcare. Theory-based practice, grounded in Locsin's Technological Competency as Caring in nursing theory, warrants investments in quality nursing care. This study determined the effect of in-service educational programs for nurse managers regarding perceptions of the theory. Five, 1-hour lecture sessions weekly showed significant effects on understanding technological competency as expression of caring in nursing. Technological Competency as caring in nursing theory-based educational programs offer promising ways to ensure that understanding technological competency as caring assures quality healthcare.

Assessing the Psychometric Properties of the Technological Competency as Caring in Nursing Instrument-Revised

The Technological Competency as Caring in Nursing Instrument-Revised (TCCNI-R) was developed from the Technological Competency as Caring in Nursing theory. To assess the psychometric properties, a four-factor questionnaire comprised the TCCNI-R. Only 590 of 1,322 online questionnaire responses by nurses in 11 general hospitals in Chugoku-Shikoku, Japan, were analyzed and interpreted. Exploratory factor analysis and confirmatory factor analysis via SEM justified construct validity, and Cronbach's alpha coefficient established reliability. Goodness of fit was rejected; however fit index value was accepted. Root mean square of error approximation showed reasonable approximation error. The TCCNI-R showed content validity and reliability in measuring technological competency as expression of caring in nursing.

Teaching, Learning, and Assessment During the COVID-19 Pandemic

The COVID pandemic raises several questions in terms of the adaptability of the higher education sector and its readiness to act , while providing the same quality of delivery as face-to-face classes. This mixed method study investigated academic perceptions of the forced change of delivery and the effects on the quality of teaching, learning, and assessment. This study identified that many African academics, though not having formal training in digital pedagogy, rated themselves as more than average in their ability to adopt technology for the online environment. The most effective online tools adopted during this crisis was Zoom and WhatsApp with the LMS tools mostly adopted for assessment purposes. The major factors that affected African students' ability to engage online included lack of access to connectivity and devices, technological competency, and emotional and social factors. The study reinforced the need to consider all the pillars proposed by the Khan framework.