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Journal articles on the topic 'Competency Based Training'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Sowell, Robert D. 'Doug'. "Competency-Based Residency Training." Journal of the American Podiatric Medical Association 91, no. 5 (2001): 273. http://dx.doi.org/10.7547/87507315-91-5-273.

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Kabir, Syed, and Syed Kabir. "Competency based surgical training." International Surgery Journal 1, no. 3 (2014): 116. http://dx.doi.org/10.5455/2349-2902.isj20141109.

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Ivanoska Zdravkovska, Mena, Silvija Saveska, Dafinka Damcevska, et al. "Competency-based training system." Macedonian Pharmaceutical Bulletin 66, no. 03 (2020): 155–56. http://dx.doi.org/10.33320/maced.pharm.bull.2020.66.03.077.

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Murphy, Lisa, and Elaine Campbell. "Competency Based Cross Training." Journal of PeriAnesthesia Nursing 28, no. 3 (2013): e6. http://dx.doi.org/10.1016/j.jopan.2013.04.018.

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Long, Donlin M. "Competency-based Residency Training." Academic Medicine 75, no. 12 (2000): 1178–83. http://dx.doi.org/10.1097/00001888-200012000-00009.

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Hamouz, F., and G. L. Frantz. "Competency Based Training Model." Journal of the American Dietetic Association 98, no. 9 (1998): A99. http://dx.doi.org/10.1016/s0002-8223(98)00658-0.

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Boddington, J. "Challenging competency based training." BMJ 349, jul01 17 (2014): g4262. http://dx.doi.org/10.1136/bmj.g4262.

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8

Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.

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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes

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McGillicuddy, Jennie, Gina Bello, Kiane Bergeron, and Jeanne Lee. "71 Burn Intensive Care Unit Early Mobility Competency Based Orientation." Journal of Burn Care & Research 43, Supplement_1 (2022): S48. http://dx.doi.org/10.1093/jbcr/irac012.074.

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Abstract Introduction Competencies in healthcare are used to teach practice standards, to establish expectations for professional growth, and to evaluate and improve the effectiveness of educational programs. Benefits of early mobilization of Burn Intensive Care Unit (BICU) patients include improved ICU related weakness and delirium, range of motion, and decreased length of stay while promoting functional independence. A rehabilitation competency was developed for early mobility with the patient in the BICU using nationally agreed-upon standards for competence. By design this competency for BI

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Jobbágy, Szabolcs. "Competency Based Modular Professional Training." Hadmérnök 14, no. 4 (2019): 191–69. http://dx.doi.org/10.32567/hm.2019.4.12.

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Behar, MD, Solomon, Rita Burke, PhD, MPH, Jeffrey Upperman, MD, and Alan L. Nager, MD, MHA. "Competency-based pediatric disaster training." American Journal of Disaster Medicine 9, no. 1 (2014): 5–16. http://dx.doi.org/10.5055/ajdm.2014.0137.

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DiBiase, Jillian A., and Heather A. Ballard. "Moving Toward Competency-Based Training." Anesthesia & Analgesia 134, no. 2 (2022): e6-e6. http://dx.doi.org/10.1213/ane.0000000000005719.

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Foukaridis, G. N., and L. R. McFarlane. "Competency-based training for chemists." Journal of Chemical Education 65, no. 12 (1988): 1057. http://dx.doi.org/10.1021/ed065p1057.

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White, Caroline. "Innovation in competency based training." BMJ 330, no. 7504 (2005): s238.1—s239. http://dx.doi.org/10.1136/bmj.330.7504.s238.

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15

Brightwell, Alexandra, and Janet Grant. "Competency-based training: who benefits?" Postgraduate Medical Journal 89, no. 1048 (2012): 107–10. http://dx.doi.org/10.1136/postgradmedj-2012-130881.

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Nurumbetov, Axmadjon Niyazimbetovich, Sayyora Madraimovna Mambetova, and Sharofat Iskandarovna Djumaniyazova. "PRINCIPLES OF THE COMPETENCE-BASED APPROACH IN MODERN EDUCATION." "Science and Innovation" international scientific journal 1, no. 1 (2022): 669–73. https://doi.org/10.5281/zenodo.6529321.

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<em>It is planned to systematize the principles of using the competence-based approach in the training of specialists in higher educational institutions. Competency-based approach, principle, the article is devoted to the principles of systematization of the use of the competency-based approach to the training of higher education specialists.</em>

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FALENDER, Carol A., and Edward P. SHAFRANSKE. "REVISITING COMPETENCE IN CLINICAL SUPERVISION." International Journal of Supervision in Psychotherapy 5, no. 2023 (2023): 47–58. http://dx.doi.org/10.47409/ijsp.2023.5.4.

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Competency-based approaches have been advocated in psychology graduate education and clinical training for over two decades, paralleling developments in medicine and other health professions. The competencies movement aimed at bringing greater accountability to the healthcare professions and to provide society with competent health service providers. Competency-based approaches to clinical supervision, including competency-based clinical supervision [1], [2] were developed to ensure the well-being of clients, facilitate the development of clinical competence, and protect the public. Although m

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Mulcahy, Dianne. "Turning the contradictions of competence: competency-based training and beyond." Journal of Vocational Education & Training 52, no. 2 (2000): 259–80. http://dx.doi.org/10.1080/13636820000200120.

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Al-halabi, Becher, Elif Bilgic, Melina Vassiliou, and Mirko Gilardino. "Toward Competency-Based Training: To What Extent Are We Competency-Based?" Plastic & Reconstructive Surgery 148, no. 1 (2021): 122e—132e. http://dx.doi.org/10.1097/prs.0000000000008059.

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Calvin-Naylor, Nancy A., Carolynn Thomas Jones, Michelle M. Wartak, et al. "Education and training of clinical and translational study investigators and research coordinators: A competency-based approach." Journal of Clinical and Translational Science 1, no. 1 (2017): 16–25. http://dx.doi.org/10.1017/cts.2016.2.

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IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.Conclusio

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Amalia, Lia, and Suwatno Suwatno. "PENINGKATAN KOMPETENSI SISWA MELALUI EFEKTIVITAS COMPETENCY BASED TRAINING." Jurnal Pendidikan Manajemen Perkantoran 1, no. 1 (2016): 30. http://dx.doi.org/10.17509/jpm.v1i1.3267.

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Tujuan penelitian ini adalah untuk menganalisis efektivitas Competency Based Training, tingkat penguasaan kompetensi siswa dan Pengaruh Efektivitas Competency Based Training terhadap kompetensi siswa Penelitian ini fokus mengkaji masalah rendahnya kompetensi siswa. Rendahnya kompetensi siswa ini dipengaruhi oleh faktor internal dan faktor eksternal. Competency Based Training diduga memiliki pengaruh terhadap Kompetensi Siswa. Metode penelitian menggunakan metode survey dan teknik pengumpulan data menggunakan angket model rating scale dengan skor yang terentang antara 1 sampai dengan 4. Kemudia

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Getha-Taylor, Heather, Maja Husar Holmes, and Justin R. Moen. "Evidence-Based Interventions for Cultural Competency Development Within Public Institutions." Administration & Society 52, no. 1 (2018): 57–80. http://dx.doi.org/10.1177/0095399718764332.

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Cultural competency is critical to ensuring responsive public services. This article asks how we might develop individual cultural competency in a meaningful way, including which interventions are effective in enhancing cultural competence of experienced public employees. We examine the impact of targeted interventions on the development of individual public administrator cultural competence using a survey developed by Longoria and Rangarajan. The findings suggest the importance of understanding cultural competency as a developmental process that requires attention to the multidimensional aspe

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Kusdamayanti, Popy, Tati Abas, and Yoyoh Jubaedah. "PENGARUH PENDEKATAN PELATIHAN BERBASIS KOMPETENSI TERHADAP KEMAMPUAN PRAKTEK MAKING BED DALAM PEMBELAJARAN ROOM SECTION DI SMK AKOMODASI PERHOTELAN." JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 2, no. 1 (2015): 1. http://dx.doi.org/10.21009/jkkp.021.01.

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AbstrakMasalah penelitian ini dilatarbelakangi oleh kondisi kesenjangan antara kompetensi SMK dengan kompetensi SKKNI (Standar Kompetensi Kerja Nasional Indonesia), sementara SKKNI sudah menegaskan bahwa SMK untuk menyesuaikan dengan standar kompetensi dunia kerja. Program CBT (Competency Based Training) adalah salah satu pendekatan agar peserta didik lebih mudah menguasai kompetensi yang dibutuhkan dunia kerja. Penelitian ini bertujuan untuk mengetahui besarnya pengaruh pendekatan pelatihan berbasis kompetensi terhadap kemampuan praktek making bed dalam pembelajaran room section di SMK akomod

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Timofeeva, Larisa, and Zinaida Timofeeva. "COMPETENCY-BASED TRAINING IN HYDROLOGICAL EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 238. http://dx.doi.org/10.17770/etr2019vol2.4067.

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Hydrology is an interdisciplinary science, incorporating aspects of many Earth Sciences. Key hydrological tasks such as floods prediction, quantitative and qualitative assessment of water resources and the environmental status of water bodies become increasingly important and challenging. Latest advances in scientific and technological developments require update training. The World Meteorological Organization (WMO) encourages increasing capacity of its Training Centres to address the rapidly developing demand for improved services. However, adequate education is generally not yet available. I

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Cuervo, Andrés Correal, Ángela Carolina Bernal Álvarez, Juan Sebastián Cely Bottía, and Sandra Patricia Corredor Gamba. "Competency-based training in higher education." South Florida Journal of Development 2, no. 4 (2021): 6024–44. http://dx.doi.org/10.46932/sfjdv2n4-080.

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The change of contexts in university education refers to the academic and professional experiences that are combined during the academic course and that can complement the competency-based education provided by Higher Education Institutions, generating an important change from the pedagogical and didactic point of view that directly intervenes in the professional performance. From this work, the perception of the graduates of the University of Boyacá on the general competences applied in their professional performance is investigated. A descriptive-exploratory study was carried out, from an in

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Soosay, Ian. "Competency-Based Training Schemes in Psychiatry." International Psychiatry 5, no. 3 (2008): 77. http://dx.doi.org/10.1192/s1749367600002174.

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Sir: At its 2006 annual forum in Riga, the European Federation for Psychiatric Trainees (EFPT) issued its first statement on competency-based training and assessment in psychiatry. The EFPT, which represents national associations of psychiatric trainees from across Europe, is broadly in favour of competency-based training if it improves the standard of psychiatric education and is not overly bureaucratic.

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27

Nwachukwu, Izu. "Competency based training in Irish psychiatry." Irish Journal of Psychological Medicine 26, no. 2 (2009): 50–53. http://dx.doi.org/10.1017/s0790966700000203.

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AbstractThe goal of undertaking postgraduate training in psychiatry is to become a competent specialist, and the educational model under which one is trained and assessed is crucial in achieving this goal. Over the years, traditional training models have emphasised what trainees know, over a given period of time, with outcomes assessed mainly by simple recall of knowledge. While these traditional approaches have met with varying levels of success, they are less than optimal when the goal is to train individuals to perform specific, job-related skills. This recognition has led to a global move

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Hignett, Sue, and Emma Crumpton. "Competency-based training for patient handling." Applied Ergonomics 38, no. 1 (2007): 7–17. http://dx.doi.org/10.1016/j.apergo.2006.02.004.

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Davis, Margery H., and Gominda G. Ponnamperuma. "Education in surgery: competency-based training." Bulletin of the Royal College of Surgeons of England 89, no. 10 (2007): 342–45. http://dx.doi.org/10.1308/147363507x238443.

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Competence-based training flourished in the 1980s in several spheres of education. The approach, however, was seen as focusing on units of competence that were too narrow and technically oriented for postgraduate training in the health professions. 'Competence-based approaches,' suggests Norris, 'tend to reduce job competence to atomised, observable behaviours, which may not embody competence in the sense of generalisable or holistic capability.' Saunders argued that 'competence-based systems embody a reductionist concept of work practice' and that 'the danger of reductionism may be more acute

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Nguyen, Vu T., and Joseph E. Losee. "Time- versus Competency-Based Residency Training." Plastic and Reconstructive Surgery 138, no. 2 (2016): 527–31. http://dx.doi.org/10.1097/prs.0000000000002407.

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Priyadarshini, R. Rani Geetha, and Deepa Dave. "Competency-based Training Needs Assessment Model." Management and Labour Studies 37, no. 3 (2012): 195–207. http://dx.doi.org/10.1177/0258042x13484834.

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Sims, Ronald R., and John G. Veres. "Competency Based Training and Organisational Transitions." Industrial and Commercial Training 19, no. 3 (1987): 10–12. http://dx.doi.org/10.1108/eb004066.

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H P, Agustin, Yuniorita Indah Handayani, and Musaiyadi Musaiyadi. "Office Administration Management: Competency Based Training." TGO Journal of Community Development 2, no. 1 (2024): 62–68. https://doi.org/10.56070/jcd.2024.009.

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This activity aims to evaluate the effectiveness of office administration training and mentoring activities in Jember Regency, Indonesia, in improving the skills of the young generation ready for work. The activity was carried out for two months by a team of lecturers from the Mandala Institute of Technology and Science, covering the planning, implementation, and qualitative evaluation stages. The training included theoretical modules and direct mentoring by lecturers, with a focus on office administration, information technology, and communication skills. The results of the training activitie

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Boymirzayev, Anvarjon Rakhmanalievich. "COMPETENCY-BASED APPROACH IN TRAINING METROLOGISTS." Research and implementation 2, no. 6 (2024): 258–66. https://doi.org/10.5281/zenodo.11220782.

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This article is devoted to the study of the competency-based approach in the training of metrologists. It examines the key professional competencies required by a modern metrologist and analyzes the ways of their formation in the educational process. Particular attention is paid to identifying the most significant competencies and developing effective methods for their development among students of metrological specialties. The results of the work can be useful in improving educational programs and improving the quality of training of specialists in the field of metrology

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Klomim, Kamolchart, and Boonsong Kuayngern. "Development of Competency-Based Learning Management Training Curriculum to Enhance Teachers’ Competency." Rajabhat Chiang Mai Research Journal 24, no. 2 (2023): 56–70. http://dx.doi.org/10.57260/rcmrj.2023.262621.

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The goals of this study were to: (1) create and evaluate a competency-based learning management training curriculum to improve teachers' competencies; (2) compare teachers' competencies before and after the training curriculum was implemented; and (3) investigate trainees' satisfaction with the competency-based learning management training curriculum to improve teachers' competencies. The following three research and development phases were used in conducting the study: to improve instructors' capabilities, the first step is to establish and evaluate the training program for learning managemen

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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.

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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process.

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Kristiawan*, Nana, Putri Utami Ramadhan, Muhammad Nurul Huda, Siti Chahyati, and Zahra Ramadhina. "Problem-Based School Principal Competency Improvement Training." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 9, no. 1 (2025): 131–38. https://doi.org/10.31849/dinamisia.v9i1.23376.

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The Problem-Based Principal Training activity aims to improve the competence of principals. This training is a solution to the minimal qualifications of prospective principals in the Mitra Grogol Petamburan environment by involving 25 participants. The training method consists of preparation, implementation, evaluation and reflection and follow-up. The results of the training evaluation showed an increase in the understanding of participants in the "Good" category from 25% to 75%, a decrease in participants in the "sufficient" category from 62.5% to 18.75%. The principal competency program con

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Bartienieva, Iryna. "FORMING SUBJECT-MATTER COMPETENCY IN HIGH SCHOOL STUDENTS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 7–13. http://dx.doi.org/10.24195/2218-8584-2018-9-7-13.

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The article deals with the urgent issue of training high school students for external independent testing, the necessary condition for which is formation of their subject-matter competency, in particular, the mathematical one. The essence of competency-based approach, concepts “competence”, “competency” are revealed. The author singles out the effective forms, methods, technologies of organizing high school students’ educational activity in mathematics lessons aimed at quality preparation for external independent testing. Keywords: competency-based approach, competency, competence, subject-mat

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López-Ruiz, Jose, Pablo Lara-Navarra, Enric Serradell-Lopez, and Josep Antoni Martínez-Aceituno. "Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs." International Journal of Knowledge Society Research 2, no. 2 (2011): 37–46. http://dx.doi.org/10.4018/jksr.2011040104.

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Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps t

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Krieger, John, and Robert M. Sweet. "VS1-1 A Competency-based Curriculum for Training TURP Skills." Japanese Journal of Urology 99, no. 2 (2008): 120. http://dx.doi.org/10.5980/jpnjurol.99.120_2.

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41

Hodovaniuk, Tetiana, and Dariia Voznosymenko. "THE VALUE-COMPETENT APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 24–31. http://dx.doi.org/10.31499/2307-4906.4.2022.269290.

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The article highlights the pedagogical expediency of using the value-competency approach in professional training of future mathematics teachers. The content of the concepts “competence”, “value-semantic competence”, “value-competence approach” is outlined. It is noted that the value-competency approach to the organization of the educational activities of future mathematics teachersensures unity in the formation of professional competences and life values (general cultural competences) of the students of education. It is indicated that the value-competency approach is focused on the formation

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MacQuillan, Elizabeth L., Jennifer Ford, and Kristin Baird. "Increased competency of dietitian nutritionists’ physical examination skill after a simulation-based education in the United States." Journal of Educational Evaluation for Health Professions 17 (December 14, 2020): 40. http://dx.doi.org/10.3352/jeehp.2020.17.40.

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Purpose: This study aimed to translate simulation-based dietitian nutritionist education to clinical competency attainment in a group of practicing Registered Dietitian Nutritionists (RDNs). Using a standardized instrument to measure performance on the newly-required clinical skill, Nutrition Focused Physical Exam (NFPE), competence was measured both before and after a simulation-based education (SBE) session. Methods: Total 18 practicing RDNs were recruited by their employer Spectrum Health system. Following a pre-brief session, participants completed an initial 10-minute encounter, performin

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Aronson, Patricia A., Lorin A. Cartwright, and Rebecca M. Lopez. "Integrating Safe Space Ally Training Into the Athletic Training Curriculum." Athletic Training Education Journal 16, no. 4 (2021): 270–77. http://dx.doi.org/10.4085/1947-380x-20-078.

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Context It has become increasingly important that athletic trainers (ATs) understand and promote diversity, inclusion, and cultural competency. One technique athletic training educators can use to promote cultural competency for those in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community is by attending a safe space ally training (SST) program to integrate the concepts of SST programing into their curriculum. Objective To provide athletic training educators with techniques to integrate inclusion and cultural competence regarding the LGBTQIA+ community in

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44

Winskill, Rhonda. "Is competency based training/education useful for workplace training." Contemporary Nurse 9, no. 2 (2000): 115–19. http://dx.doi.org/10.5172/conu.2000.9.2.115.

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Alzhrani, G., H. Azarnoush, A. Winkler-Schwartz, F. Alotaibi, SP Lajoie, and RF Del Maestro. "Proficiency versus competency-based training paradigm for neurosurgical training." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 41, s2 (2014): S20. http://dx.doi.org/10.1017/cjn.2014.98.

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Skiba, Richard. "Graded Assessment Models for Competency-Based Training in Vocational Education and Training." World Journal of Education 10, no. 3 (2020): 106. http://dx.doi.org/10.5430/wje.v10n3p106.

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This exploratory paper considers the practical and theoretical implications of a graded system of assessment in competency-based training within the Australian Vocational Education and Training System. The characteristics of competency-based training are considered and the possible relationships to graded approaches are discussed. The discussion reflects on prominent research in the competency-based assessment domain, including Peddie (1993), Williams and Bateman (2003) and Newton (2018b) to consider the limitations and applications of various models.

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Masruri, Moch, Nursalam Nursalam, Kun Arifi Abbas, Daviq Ayatulloh, and Diah Priyantini. "Pelatihan Kegawatdaruratan Berbasis Caring terhadap Kompetensi Profesional Perawat Emergency." Journal of Telenursing (JOTING) 5, no. 2 (2023): 2311–19. http://dx.doi.org/10.31539/joting.v5i2.6653.

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This study aims to analyze the influence of caring-based emergency training on the professional competence of emergency nurses. The method used is quantitative with a quasi-experiment design (pre-post test with control group design). The research results showed that the caring-based emergency training given to the intervention group significantly influenced nurses' professional competence (p=0.000). The data testing results between groups after being given the intervention showed a significant change in the professional competence of nurses (p=0.000). In conclusion, caring-based emergency trai

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Baizak, Usen, Kanapiya Kudabayev, Mariya Dzhazdykbayeva, Gulmira Assilbekova, Bаhyt Baizakova, and Аigul Mintassova. "Competency-based Approach to the Assessment of Professional Training for a Medical Student to Work with Medical Equipment." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 108. http://dx.doi.org/10.3991/ijet.v12i06.7008.

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The article solves the problem of describing the professional training for a medical graduate in terms of competency-based approach and identification of ways to develop these qualities to work with medical equipment. A model for the competence formedness level assessment has been elaborated, which indicates all its input and output parameters. On the basis of the developed methods and algorithms for calculating the competence formedness level for the training course ‘Anesthesiology, Resuscitation, and Intensive Care’ a calculation has been made of all the required importance coefficient

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FALENDER, Carol. "COMPETENCY-BASED CLINICAL SUPERVISION: A VIEW TO THE FUTURE." International Journal of Supervision in Psychotherapy 4 (June 1, 2022): 73–83. http://dx.doi.org/10.47409/ijsp.2022.4.5.

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Some recognition exists that clinical supervision is a distinct professional competence that requires specific education and training. However, it is all too often inadequately addressed in psychology curricula and training. What is required is a shift to the competence movement that has been instituted in United States psychology education, training, and regulation to embrace a systematic and intentional competence model. To achieve this, a major attitude shift must occur to acknowledge the systematic and intentional process of clinical supervision, value the process and components, and incor

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Jakaria, Jakaria, Elih Sudia Permana, Iip Saripah, Asep Saepudin, and Faridah Hanim Yahya. "Andragogy Model to Improve Digital Technology Competence of High School Teachers." EDUKASIA Jurnal Pendidikan dan Pembelajaran 6, no. 1 (2025): 241–54. https://doi.org/10.62775/edukasia.v6i1.1418.

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This study aims to develop a competency-based andragogy training model to improve the digital technology competence of teachers at the Cianjur Regency Mover School. In the digital era, teachers' digital competence is very important, but initial observations show that many teachers still have difficulty in mastering learning technology. The competency-based training model with an andragogy approach is considered effective because it is tailored to the needs and experiences of adult participants. This study uses a qualitative approach with a systematic ADDIE (Analyze, Design, Development, Implem

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