Journal articles on the topic 'Self-paced instructional strategy'

Background Endoscopic examination is a popular and routine procedure for the diagnosis and treatment of gastrointestinal (GI) diseases. Skilled endoscopists are in great demand in clinical practice, but the training process for beginners to become endoscopy specialists is fairly long. Convenience and a self-paced, learner-centered approach make electronic learning (e-learning) an excellent instructional prospect. Objective This study aimed to develop and apply an e-learning system in gastroscopy teaching and learning and to evaluate its effectiveness and user satisfaction. Methods The e-learning software Gastroscope Roaming System was developed for primary learners. The system simulates the real structure of the upper gastrointestinal (UGI) tract to teach the main characteristics of gastroscopy under both normal conditions and conditions of common UGI tract diseases. A randomized controlled trial was conducted. Participants were randomly allocated to an e-learning group (EG)or a non–e-learning control group after a pretest. On completing the training, participants undertook a posttest and gastroscopy examination. In addition, the EG completed a satisfaction questionnaire. Results Of the 44 volunteers, 41 (93%) completed the gastroscopy learning and testing components. No significant pretest differences were found between the intervention and control groups (mean 50.86, SD 6.12 vs mean 50.76, SD 6.88; P=.96). After 1 month of learning, the EG’s posttest scores were higher (mean 83.70, SD 5.99 vs mean 78.76, SD 7.58; P=.03) and improved more (P=.01) than those of the control group, with better performance in the gastroscopy examination (mean 91.05, SD 4.58 vs mean 84.38, SD 5.19; P<.001). Overall, 85% (17/20) of the participants were satisfied with the e-learning system, and 95% (19/20) of the participants considered it successful. Conclusions E-learning is an effective educational strategy for primary learners to acquire skills in gastroscopy examination and endoscopic imaging of the GI tract. Trial Registration Chinese Clinical Trial Registry ChiCTR-IOR-17013091; http://www.chictr.org.cn/showproj.aspx?proj=22142

Since the suspension of all types of face-to-face activities during the pandemic, colleges, secondary schools, and elementary schools have adopted the strategy of online education. As a result, teachers and students have used online teaching and learning on an unprecedented scale. Online learning or e-learning has been assumed to be a significant tool for effectively continuing the teaching-learning process during the lockdown. Teachers and students have had to quickly alter their teaching and learning strategies, regardless of whether they were experienced in and prepared for online education, an environment with electronic devices and online applications. Despite the innumerable potentials and benefits of online learning, such as cost-effectiveness, promoting self-paced learning, better retention, and catering to learners' needs, teachers may not readily make the most and get the full benefits of online learning. Some studies have shown that learning achievement in online learning is lower than in traditional face-to-face learning. The present study explores the teachers' perception of the use of digital technology in their online instruction and challenges or problems they face when implementing online learning instruction. Besides, this study will discuss the teachers' measures to respond to and cope with the problems.

Teknologi multimedia interaktif telah menyumbang kepada proses pengajaran dan pembelajaran yang lebih efektif khususnya dalam penggunaan perisian instruksional koswer. Tujuan kajian ini adalah untuk membangunkan koswer multimedia interaktif bagi pelajar universiti untuk mempelajari dengan lebih mendalam berkenaan komputer yang bertajuk Discovering Computer. Koswer ini dibangunkan dengan menggunakan metodologi ADDIE yang terdiri daripada modul pelajar, video pembelajaran dan koleksi latihan. Pengujian kebolehgunaan meliputi isi kandungan kursus, kebolehcapaian, reka bentuk antara muka dan kebolehfungsian dijalankan dengan menggunakan kaedah tinjauan kuantitatif yang melibatkan seramai 33 orang sampel. Sasaran utama koswer ini ialah pelajar universiti yang berumur di antara 18 tahun ke 25 tahun sahaja. Dapatan menunjukkan bahawa kandungan pembelajaran di dalam koswer ini adalah lebih menarik dan interatif berbanding pembelajaran menggunakan teknik pengajaran tradisional iaitu berasaskan buku. Selain itu, pengguna koswer ini dapat meningkatkan mutu dan prestasi pengajaran dan pembelajaran (bahan bantu mengajar) dan juga meningkatkan pengalaman dan motivasi pelajar.
 Web-Based Interactive Multimedia Courseware for the ‘Discovering Computer’ in the Self-Learning Strategies Concept
 Abstract: Interactive multimedia technology has contributed to a more effective teaching and learning process, especially in the use of instructional software. The purpose of this study is to develop an interactive multimedia courseware for university students to learn more about computer entitle Discovering Computer. This courseware is developed by using the ADDIE methodology comprises of student modules, learning videos and a collection of exercises. Software Usability testing consist of course content, accessibility, interface design and functionality were evaluated using a quantitative survey method that involving 33 samples respondents by student in different categories. The main target of this study is university student‘s aged between 18 and 25 years old. Findings indicate that the learning content in this book is more interesting and interactive than learning using traditional teaching technique, book based learning. In addition, this courseware can enhance the quality and performance of teaching and learning (teaching aids) and also improve student’s experience and motivation.
 Keywords: Computer Teaching and Learning, Interactive Multimedia Courseware, Self-Paced Learning Strategies, Teaching Aids.

A teaching strategy known as the hybrid flipped classroom approach mixes traditional face-to-face instruction with online learning activities. In this method, before attending in-person sessions, students learn online using pre-recorded lectures, videos, and other multimedia assets. This gives students the freedom to finish self-paced learning assignments whenever it is convenient for them while simultaneously allowing them to participate in lively conversations and lectures during in-person classes.
 The hybrid flipped classroom model is gaining popularity as more teachers look for ways to incorporate technology into their lessons and change with the times. The hybrid flipped classroom method offers the advantages of both face-to-face training and online learning in the age of distance learning.
 Online learning activities include reading materials, interactive tests, audio files, and peer-reviewed assignments when using the hybrid flipped classroom technique. Students' interest and engagement in the learning process can be raised by using online learning activities to teach them how to learn independently.
 When students attend classes in person, teachers can concentrate on experiential learning activities like group discussions and project-based work in addition to giving feedback and help to those who may have had difficulties with online learning. Combining the two methods enables students to benefit from a deeper and more well-rounded educational experience that makes the most of online and face-to-face instruction.
 Overall, the hybrid flipped classroom approach is a powerful tool for educators to provide enhanced learning experiences to students, particularly in online learning environments. It provides a flexible, adaptable, and personalized way of learning that engages and motivates students, and prepares them for the changing landscape of the 21st-century workforce.

Our empirical analysis is based on Statistics Canada’s worker-firm matched data set, the 2003 Workplace and Employee Survey (WES). The sample size is substantial: about 4,000 workers over the age of 50 and 12,000 between the ages of 25 and 49. Training was a focus of the survey, which offers a wealth of worker-related and firm-related training variables. We found that the mean probability of receiving training was 9.3 percentage points higher for younger workers than for older ones. Almost half of the gap is explained by older workers having fewer training-associated characteristics (personal, employment, workplace, human resource practices and occupation/industry/region), and slightly more than half by them having a lower propensity to receive training, this being the gap that remained after we controlled for differences in training-associated characteristics. Their lower propensity to receive training likely reflects the higher opportunity cost of lost wages during the time spent in training, possible higher psychological costs and lower expected benefits due to their shorter remaining work-life and lower productivity gains from training, as discussed in the literature. The lower propensity of older workers to receive training tended to prevail across 54 different training measures, with notable exceptions discussed in detail. We found that older workers can be trained, but their training should be redesigned in several ways: by making instruction slower and self-paced; by assigning hands-on practical exercises; by providing modular training components to be taken in stages; by familiarizing the trainees with new equipment; and by minimizing required reading and amount of material covered. The concept of “one-size-fits- all” does not apply to the design and implementation of training programs for older workers.

Abstract This study investigates the impact of micro-credentials on educational administrators' professional growth and development. The study was guided by two research questions and one hypothesis. The study adopted the descriptive design. The study's population consists of 1589 teaching staff of the Rivers State University. A sample size of 477 teachers, representing 30% of the study population was determined using the simple random sampling technique. The instrument for data collection was a questionnaire named "Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development Questionnaire (IIMEAPGDQ)&rdquo; respectively which was developed by the researcher. The questionnaire consisted of three sections. The questionnaire was validated through the researchers&rsquo; supervisor and other expert reviews and the reliability was established using Cronbach's Alpha (&alpha; = 0.75). The reliability and validity of the instruments used were also evaluated to ensure consistent and accurate measurement. Data was analyzed using descriptive statistics, such as mean, and standard deviation to answer the research questions while the inferential statistics of the Independent t-test were used to test the hypotheses at a 0.05 level of significance which means that any results with a p-value less than 0.05 were considered statistically significant, with the aid of SPSS Version 26.0. The findings revealed that micro-credentials positively impact educational administrators' professional growth and development. The study concluded that micro-credentials enhance administrators' professional competence, job performance, and career prospects. Based on the findings, it was recommended among others that institutions should prioritize the integration of micro-credentials into their professional development programs, leveraging their potential to enhance educational administrators' skills and expertise. <em>Keywords:</em><em> </em>Micro-credentials, Professional Growth, Educational Administrators, Development. <strong>Introduction</strong> In the rapidly evolving education sector, professional growth and development of educational administrators have become increasingly important to the success of academic institutions. As the demands on schools and educational systems continue to expand, there is a growing recognition of the need for innovative approaches by professional development to close the gap with these changes (Westfahl &amp; Wilkins, 2017). One such approach that has gained significant attention in recent years is using micro-credentials. Micro-credentials are also known as digital badges, nano degrees, micro-certifications, web badges, mini degrees and open badges in the form of compact and competency-based recognitions that verify an individual's skills, knowledge, or achievements in a specific area (Parsons et al., 2023). Micro-credentials are short, focused credentials designed to provide in-demand skills, know-how and experience. Unlike traditional degrees or certifications that often require extensive time commitments and cover broad areas of study, micro-credentials are typically focused on discrete skills or competencies and can be earned in a relatively short period. This flexibility and specificity make micro-credentials an attractive option for continuous professional development, particularly in fields like educational administration where the needed skills and knowledge are constantly evolving. The Nigerian educational system, like many others around the world, faces several challenges in ensuring the quality and effectiveness of its educational administrators. As such, Kwaghbo (2021) noted that effective leadership is essential for improving the quality of education and student outcomes. However, he further added that many administrators lack the necessary skills and knowledge to effectively manage the complex challenges facing modern schools. This gap in professional competence emphasizes the need for innovative and effective approaches to professional development for educational administrators in Nigeria. The concept of micro-credentials is relatively new in the Nigerian educational landscape, but it holds significant potential to address the professional development needs of educational administrators. No wonder, Oluwafemi (2019) argued that the present global yearning for education to gainful living and self-reliance indicates that there is an urgent need for effective and well-trained individuals who would be able to take care of themselves and contribute meaningfully and productively to the development of the society mentally, socially and economically. Micro-credentials compromise an invaluable opportunity to turn an ability you spent years developing into something traceable and proven (Flintberg, 2022). A credential provides information about the extra educational or professional steps someone has taken in search of constant improvement. If vocational, they will often be tagged with terminology related to skills and competencies. When finding qualified or dedicated professionals is increasingly challenging and time-consuming, micro-credentials can give individuals an edge and indicate to recruiters that they are committed to constant learning. For educational institutions, offering micro-credentials can be a means of commitment to celebrating all types of experiences and learning opportunities, valuing these moments and outcomes as part of a professional journey. Educational administrators therefore, can choose to pursue micro-credentials in specific areas where they need to develop their skills or knowledge, rather than being constrained by the one-size-fits-all approach of many traditional professional development programs. This aligns well with the principles of adult learning theory, which emphasizes the importance of self-directed and relevant learning experiences for adult learners. Moreover, micro-credentials can provide a more flexible and accessible means of professional development. In a country like Nigeria, where geographical and resource constraints can often limit access to traditional professional development opportunities, the digital nature of many micro-credential programs could potentially democratize access to high-quality professional learning. Olatunji and Adewumi (2021) noted that the integration of technology in teacher professional development in Nigeria has the potential to overcome many of the barriers associated with traditional face-to-face training programs. It is clear that micro-credentials are ultimately situated in the business models of companies and how they compete. For companies, whether private or public, that operate in a volatile and fast-changing environment, the commitment and the ability to continue learning are key aspects of customer quality and competitiveness. For employers, the implications are they have to organise work in ways that give employees opportunities to use their competencies in full and to further learn through work, as well as more structured learning. Giving people an opportunity to grow in their jobs and showcase their achievements is an excellent way to encourage personal and professional development and the DNA of customer centricity and innovation (Shapiro in Alangari, 2024).&nbsp; Moreover, micro-credentials can boost engagement and motivate people to transform their skills into shareable achievements, and for employers having insights into the competence base increases company agility. Micro-credentials can also highlight a learning path for a dedicated learner, being the first block of learning and a stacked credential in a shift to a new occupation or a step up the career ladder to a new job role. This can motivate and encourage the learner while helping the education institution nudge the learner to the next level, building stronger partnerships and having a visible role in professional communities and the labour market. Since micro-credentials are not about time dedicated to learning a craft or the amount of money invested into improving, this type of certificate is more inclusive and respectful of people&rsquo;s time. <strong>Statement of the Problem</strong> Educational administrators certainly have proven their creativity and flexibility in the past few years by growing skills in virtual instruction, connecting with students, and cooperating with colleagues as well as recognizing their growth. These allow them to participate in professional learning that is personalized, directly connected to their work and competency-based. Micro-credentials are closely tied to educational administrators' identifying their career paths to fulfil workforce demands suited to a knowledge-based economy, as well as provide exposure to the higher education environment for those individuals seeking a career change. However, the adoption and effectiveness of micro-credentials in the Nigerian context are not without challenges.&nbsp; The system is characterized by unequal access to technology and internet connectivity, which could limit the accessibility of digital micro-credential programs. There are arguments that for micro-credentials to be an effective tool for professional development in Nigeria, efforts must be made to address these infrastructural challenges and ensure equitable access to digital learning opportunities. Despite these challenges, the potential benefits of micro-credentials for the professional growth and development of educational administrators in Nigeria warrant further investigation. This study aims to explore the impact of micro-credentials on educational administrators' professional growth and development. The specific objectives are to examine the extent micro-credentials enhance educational administrators' professional growth and development as well as the perceived challenges of implementing micro-credentials in educational administration. <strong>Research Questions</strong> The study was guided by the following research questions: 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; To what extent do micro-credentials enhance educational administrators' professional growth and development? 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What are the perceived challenges educational administrators face while undergoing micro-credentials? <strong>Hypotheses</strong> The following was formulated and statistically tested at a 0.05 level of significance: There is a significant difference between the mean rating on the extent to which micro-credentials enhance male and female educational administrators' professional growth and development. <strong>Social Cognitive Theory</strong> Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s by Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behaviour (LaMorte, 2022). The unique feature of SCT is the emphasis on social influence and its emphasis on external and internal social reinforcement. SCT considers how individuals acquire and maintain behaviour, while also considering the social environment in which individuals perform the behaviour. The theory considers a person's past experiences, which factor into whether behavioural action will occur. These past experiences influence reinforcements, expectations, and expectancies, all of which shape whether a person will engage in a specific behaviour and the reasons why a person engages in that behaviour. The goal of SCT is to explain how people regulate their behaviour through control and reinforcement to achieve goal-directed behaviour that can be maintained over time (LaMorte, 2022). The SCT is built on five key principles. Observational learning (O'Leary, 2020), modelling influences behaviour, self-efficacy, and reinforcement, whether through rewards or punishments, shapes behaviour, while cognitive processes like attention, motivation, and memory mediate learning. In educational administration, SCT holds significant relevance. Teacher development programs can be designed to emphasize observation, modelling, and practice, while administrative training can focus on observational learning, self-efficacy, and reinforcement. SCT also helps administrators understand how to foster a positive school culture through modelling and reinforcement. <strong>Conceptual Clarification</strong> <strong>Micro-credentials </strong> Micro-credentials are innovation opportunities in higher education that allow administrators to acquire specific skills or knowledge to help advance their careers and also improve their profession. According to Ahsan et al. (2023), these skills or training are designed to provide more flexible learning pathways than traditional degrees which require less time to improve on specific competencies demanded by employers. Sharma et al. (2024) further added that micro-credentials help to bridge the gap between academic learning and university requirements by offering targeted career and skill development opportunities. These credentials are particularly valuable in today's rapidly evolving university requirements, where specific technical and professional competencies need frequent updating. Ghasia et al. (2019) emphasized the potential of micro-credentials in democratizing education, particularly in developing contexts like Tanzania. Their research reveals that micro-credentials can provide a more accessible pathway in education for administrators who are willing to advance in their professional growth and development. The value of micro-credentials lies in their ability to provide targeted, administrators-relevant skills while maintaining academic administrative rigour. Ahsan et al. (2023) noted that successful implementation requires careful consideration of market demands, pedagogical approaches, and technological infrastructure. Their systematic review suggests that micro-credentials are most effective when they align with both industry needs and academic standards. In the same vein, Sharma et al. (2024) argued that micro-credentials are becoming increasingly important in creating a more flexible and responsive higher education ecosystem. They suggest that blended learning approaches, combining online and face-to-face instruction, can enhance the effectiveness of micro-credential programs while improving academic administrators' growth and development. In Nigeria, micro-credentials in the university education system, offer the potential for administrators to respond more quickly to current contemporary issues facing university education through the requisition of significant skills for effective university administration and educational goal attainment. Halim et al. (2024) asserted that successful implementation requires a multi-stakeholder approach, involving educators, administrators, industry partners, and students in the design and delivery of micro-credential programs. The evidence from these studies suggests that micro-credentials are not merely a temporary trend but rather a fundamental shift in how administrators can certify learning to advance their professional growth and development.&nbsp; <strong>Micro-Credentials and Educational Administrators' Professional Growth and Development</strong> The emergence of micro-credentials has revolutionized higher education, transforming the way professionals like administrators acquire skills and advance their careers. In today's fast-paced, ever-evolving educational system, adaptability and agility are crucial. Micro-credentials create a focused, efficient, and flexible approach to learning, concentrating on specific skills or knowledge areas. The university system in Nigeria operates on a unique framework, where administrative promotions are heavily based on academic accomplishments. To ascend the administrative ladder, individuals must demonstrate exceptional scholarly competency, evident through publications in reputable journals and active participation in conferences. Academic contributions serve as a vital metric for evaluating an administrator's suitability for promotion. The quantity and quality of publications in reputable journals hold significant weight, as they feature an administrator's proficiency and commitment to advancing knowledge, growth and development in their field. Conference attendance and presentations are equally crucial, unveiling an administrator's ability to engage with peers, share research findings, and stay abreast of global educational trends. These scholarly pursuits not only enhance personal credibility but also reflect positively on the institution. In this context, administrators must strike a balance between their managerial responsibilities and academic pursuits. They must allocate time and resources to conduct research, author papers, and participate in conferences, all while ensuring the seamless operation of their departments. This system fosters a culture of scholarship and intellectual consistency within Nigerian universities, encouraging administrators to remain active contributors to their fields when they tie promotions to academic achievements, institutions incentivize excellence, driving administrators to excel as both managers and scholars. In essence, this approach enhances the overall quality of university administration, as leaders are equipped with the knowledge, expertise, and networks necessary to navigate complex academic landscapes effectively. They also offer enhanced career prospects, increased flexibility and accessibility, continuous learning and upskilling, and personalized education pathways. Additionally, micro-credentials complement traditional degree programmes where educational administrators must embrace this shift, leveraging micro-credentials to foster professional growth, enhance employability, and redefine the future of higher education. <strong>Challenges Educational Administrators Face while Undergoing Micro-Credentials</strong> Micro-credential which promotes administrators' professional growth and development is also faced with several challenges in terms of implementation. They include: <strong>1. Technological Integration Barriers: </strong>During the initial rollout of micro-credentials, educational administrators struggled significantly with integrating new digital systems into existing institutional infrastructure. Research by Dane (2024), asserted that institutions faced persistent challenges with their student information systems in tracking and recording micro-credential completions because most administrators had unexpected technical conflicts between their legacy systems and new micro-credential platforms, leading to manual workarounds that consumed significant staff time and resources. <strong>2. Professional Development Gaps: </strong>Educational administrators encountered substantial difficulties in preparing faculty for micro-credential delivery and assessment. According to Kıbaru F. (2018), administrators across multiple institutions face significant challenges in providing adequate training for faculty. Most critically, administrators struggled to help instructors transition from traditional assessment methods to competency-based evaluation systems required for micro-credentials, often resulting in inconsistent assessment practices and delayed program implementations. <strong>3. Promotion Compliance Issues: </strong>One of the most pressing challenges administrators faced was navigating accreditation requirements while implementing micro-credential programs. Van der Hijden and Martin (2023), several administrators grappled with maintaining compliance with existing accreditation standards while introducing micro-credentials. Sometimes as a result of significant delays in programme launches due to uncertainties about how micro-credentials align with traditional accreditation frameworks, particularly regarding credit hour equivalencies and learning outcome documentation. <strong>4. Budget Allocation Difficulties: </strong>Administrators encountered severe financial planning challenges during micro-credential implementation phases. Brown et al. (2022) asserted that administrators consistently underestimated academic publications, training and development costs during the early stages of micro-credential adoption. The study showed that unexpected expenses arose primarily from technology infrastructure upgrades, staff training, and marketing efforts, forcing many administrators to reallocate resources from other educational programs or seek additional funding sources mid-implementation. <strong>5. Stakeholder Resistance Management: </strong>Managing resistance from various stakeholders proved to be a significant challenge for administrators during micro-credential rollout. According to Aharonian and Schatz Oppenheimer (2024), administrators faced active resistance from multiple stakeholder groups in the institutions. Faculty members expressed concerns about academic rigour and workload increases, while department chairs worried about resource allocation and program cannibalization. Additionally, administrators struggled to address concerns from traditional degree program students who feared their credentials might be devalued by the introduction of micro-credentials. These challenges provide valuable insights into the complexities administrators face during micro-credential implementation.&nbsp; <strong>Review of Related Empirical Studies</strong> Oluwafemi (2019), examined the effects of programmed instruction, questioning and assignment teaching methods on the academic achievement of students in business studies in Oyo state, Nigeria. The study sought to determine the effect of programmed instruction, questioning and assignment teaching methods as well as gender on the academic achievement of students in Business Studies. Five research questions guided the study and five null hypotheses were tested at a 0.05 level of significance. Pretest, post-test non-equivalent group, and quasi-experimental research design were used for the study. The population of the study comprised all junior secondary II business studies students in Oyo state. A purposive sampling technique was used to comprise a sample of 201 students for the study. The instrument for data collection was a self-designed Business Studies Achievement Test (BSAT) which was validated by three experts. A reliability coefficient of 0.77 was obtained for the test items using Kuder-Richardson (KR20). Mean was used to analyze data relating to the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance. Findings revealed that students taught business studies using programmed instruction, questioning and assignment teaching methods performed better with higher post-test scores than those taught using conventional teaching methods. Students taught using the assignment method performed best with the highest post-test scores than those taught using programmed instruction and questioning methods. The three methods favoured both genders in the classroom but males benefitted more from programmed instruction while females benefitted more from the assignment teaching method. All the null hypotheses were rejected except the hypothesis on gender. Based on the findings of the study, it was concluded that the three teaching methods have the potential to improve students&rsquo; academic achievement in Business Studies. The study therefore recommended among others that business studies teachers should use programmed instruction, questioning and assignment teaching methods to enhance students' academic achievements in Business Studies. School administration and stakeholders in education should provide adequate training and resources needed to employ the three teaching methods for teaching business studies. Pirkkalainen et al. (2023), examined how might micro-credentials influence institutions and empower learners in higher education. A four-step Delphi study approach was used to explore how micro-credentials may shape higher education (HE) in the next 5&ndash;10 years. Educational experts undertook a consensus-building activity utilising workshops and surveys: (1) initial identification of enabling factors (i.e. drivers) and beneficial outcomes (i.e. impacts) of micro-credentials; (2) prioritisation based on importance; (3) identification of enabling factors considered essential for each beneficial outcome and (4) analysis of the extent to which micro-credentials might be accepted in HE, with participants reflecting on the importance of the previously identified enablers and outcomes for alternative scenarios. The findings of the study light on three alternative possible futures for micro-credentials. Expert consensus indicated that the potential of micro-credentials lies especially among educational institutions and the networks of institutions innovating beyond, and within, traditional study offerings and programmes. Future wide-scale adoption of micro-credentials was considered unpredictable, due to external factors at the ecosystem level, and beyond institutions&rsquo; strategies and control. The study concluded that, for the successful uptake of micro-credentials, the same benefits do not need to accrue for institutions and learners: a &lsquo;one-size-fits-all&rsquo; approach is not necessary or optimal. For the wider-scale influence of micro-credentials to be felt, there is a need for considerable international and national strategy development and implementation to overcome a variety of policy- and technology-related barriers that HEIs cannot influence or tackle on their own. Tee et al. (2024 conducted a study on marketing micro-credentials: understanding learners' engagement and willingness to pay more. A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro. The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses. <strong>Methodology</strong> This study employed a descriptive research design to investigate the impact of micro-credentials on educational administrators' professional growth and development. The population consisted of 1589 teaching staff of Rivers State University. A sample size of 477 teachers, representing 30% of the population, was selected using simple random sampling. The data collection instrument was a questionnaire titled "Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development Questionnaire (IIMEAPGDQ)". The questionnaire comprised three sections: Section A collected demographic data, while Section B addressed the research questions using a 4-point Likert scale, with options ranging from Very High Extent (VHE),&nbsp;High Extent (HE),&nbsp;Low Extent (LE) and Very Low Extent (VLE), assigned values of 4, 3, 2, and 1 respectively. To ensure validity, the questionnaire underwent expert reviews, including the researcher's supervisor. Reliability was established using Cronbach's Alpha, yielding a coefficient of 0.75.Data analysis involved descriptive statistics, specifically mean and standard deviation, to address the research questions. Inferential statistics, particularly the Independent t-test, tested hypotheses at a 0.05 significance level. Statistical Package for Social Sciences (SPSS) Version 26.0 facilitated data analysis. Results with a p-value less than 0.05 were deemed statistically significant. <strong>Data Presentation and Results</strong> A total of 477 copies of questionnaires were distributed among the teaching staff of Rivers State University and after two weeks, upon retrieval, 432 were valid representing 90.5% of the total population and were coded into the SPSS for the analysis. <strong>Answers to Research Questions</strong> <strong>Research Question 1: </strong>To what extent do micro-credentials enhance educational administrators' professional growth and development? Table 1: Showed Response Rate on Descriptive Statisticsmicro-credentials enhance educational administrators' professional growth and development &nbsp; Items N Mean Std. D. Remark &nbsp; 1. Micro-credentials enhance my professional growth and development as an educational administrators 432 2.862 .974 High Extent &nbsp; 2. My academic publication in reputable journals enhances my administrative promotion 432 2.781 1.001 High Extent &nbsp; 3. My work time allocated to research, authoring papers, and conference participation enhances my professional growth and development 432 3.015 1.192 High Extent &nbsp; 4. My tying promotions to academic achievements incentivize excellence among educational administrators. 432 3.162 1.102 High Extent &nbsp; 5. I pursue micro-credentials to enhance my skills and career prospects as an educational administrator 432 2.912 1.095 High Extent Grand Mean &nbsp; 2.94 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The analysis of the extent to which micro-credentials enhance educational administrators' professional growth and development yielded a grand mean of 2.94. This result indicates that educational administrators generally perceive micro-credentials as having a moderate to high impact on their professional growth and development. This implies that micro-credentials are viewed as a valuable tool for educational administrators' ongoing professional development. <strong>Research Question 2: </strong>What are the perceived challenges of implementing micro-credentials in educational administration? Table 2: Showed Response Rate on Descriptive Statistics on the perceived challenges of implementing micro-credentials in educational administration &nbsp; &nbsp; N Mean Std. D. Remark &nbsp; 6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Technological Integration Barriers 432 3.126 .985 High Extent 7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Professional Development Gaps 432 2.905 3.215 High Extent 8.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Promotion Compliance Issues 432 3.174 .994 High Extent 9.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Budget Allocation Difficulties 432 2.960 1.089 High Extent 10.&nbsp;&nbsp;&nbsp; Stakeholder Resistance Management 432 3.074 1.570 High Extent Grand Mean 432 3.04 &nbsp; High Extent &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The analysis of the perceived challenges of implementing micro-credentials in educational administration revealed a grand mean of 3.04. This result indicates that educational administrators strongly agree that implementing micro-credentials poses significant challenges. This implies that the respondents overwhelmingly acknowledge the existence of substantial obstacles to successful micro-credential implementation. These challenges may encompass technological integration, professional development gaps, accreditation compliance issues, budget allocation difficulties, and stakeholder resistance. <strong>Test of Hypothesis</strong> <strong>Hypothesis 1: </strong>There is a significant difference between the mean rating on the extent to which micro-credentials enhance male and female educational administrators' professional growth and development. Summary of independent t-test analysis on the difference between the mean responses of male and female teaching staff on the extent to which micro-credentials enhance male and female educational administrators' professional growth and development. &nbsp; Students N <strong>x̅</strong> S.D <strong>Df</strong> <strong>t</strong> <strong>t_tab</strong> <strong>Sig.</strong> <strong>Decision</strong> Male teaching staff 304 24.67 1.96 475 6.41 1.96 0.00 Significant Female teaching staff 173 22.82 1.92 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The results of Hypothesis One reveal a statistically significant difference in the perceived impact of micro-credentials on professional growth and development between male and female educational administrators. The calculated t-value of 6.41 exceeds the critical t-value of 1.96, and the p-value of 0.00 is less than the level of significance of 0.05, leading to the rejection of the null hypothesis. This finding revealed that micro-credentials have a differing impact on the professional growth and development of male and female administrators, with gender playing a significant role in shaping their perceptions of micro-credentials effectiveness. The significant difference between the mean ratings of male and female teaching staff implies that institutions should consider gender-specific strategies to optimize the effectiveness of micro-credentials.&nbsp; <strong>DISCUSSION OF FINDINGS</strong> <strong>Impact of micro-credentials on professional growth and development&nbsp;</strong> The findings of this study reveal that micro-credentials have a positive impact on the professional growth and development of educational administrators. This result aligns with existing literature, which suggests that micro-credentials can empower learners and transform institutions in higher education (Pirkkalainen et al., 2023). Their finding added that flexible, and accessible learning opportunities and micro-credentials enable administrators to acquire new skills and knowledge, enhancing their professional competence. This, in turn, contributes to improved job performance, increased confidence, and enhanced career prospects. The study's results also emphasised the potential of micro-credentials to address specific professional development needs, bridging gaps in administrative expertise. As Pirkkalainen et al. (2023) noted, micro-credentials can facilitate institutional innovation, fostering a culture of continuous learning and professional growth. <strong>Conclusion</strong> The advent of micro-credentials has revolutionized professional development in higher education, offering a flexible, focused, and accessible approach to learning. As educational administrators navigate the challenges of their roles, micro-credentials have emerged as a vital tool for enhancing their professional growth and development. This study investigated the impact of micro-credentials on educational administrators' professional growth and development. There exists a positive impact of micro-credentials on educational administrators' professional growth and development. This implies that micro-credentials enhance administrators' professional competence, job performance, and career prospects. The flexibility, accessibility, and focus of micro-credentials make them an attractive option for administrators seeking to address specific professional development needs. <strong>Recommendations</strong> Based on the findings of the study, the following recommendations were made: &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Institutions should prioritize the integration of micro-credentials into their professional development programs, leveraging their potential to enhance educational administrators' skills and expertise. This may involve providing accessible and flexible learning pathways, recognizing and rewarding micro-credential completion, and encouraging a culture of continuous learning. &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Institutions should proactively address the significant challenges hindering micro-credential implementation by investing in technological infrastructure, providing targeted training and support, clarifying accreditation and compliance procedures, allocating sufficient resources, and fostering stakeholder engagement and buy-in. &nbsp; <strong>REFERENCES</strong> Aharonian, N., &amp; Schatz Oppenheimer, O. (2024). &lsquo;If you do not write, you dry up&rsquo;: Tensions in teacher educator research and academic writing.<em> Education Sciences, 14(9), 972.</em> Ahsan, K., Akbar, S., Kam, B., &amp; Abdulrahman, M. D. A. (2023). Implementation of micro-credentials in higher education: A systematic literature review.&nbsp;<em>Education and Information Technologies</em>,&nbsp;<em>28</em>(10), 13505-13540. Alangari, H. (2024). Transforming learning: The rise of micro-credentials in higher education. In <em>Digital Transformation in Higher Education, Part A</em> (pp. 83-100). Emerald Publishing Limited. Brown, M., McGreal, R., &amp; Peters, M. (2023). A strategic institutional response to micro-credentials: Key questions for educational leaders<em>. Journal of Interactive Media in Education, 3</em>(1), 45-57. Dane, Z. R. (2024). <em>Providing engaging and relevant professional learning opportunities: An evaluation of the perceived efficacy of micro-credentials &amp; digital badges upon k-12 educators in a large urban school district</em> (Doctoral dissertation, Northeastern University). Flintberg, B. (2022). <em>Digital micro-credentials for upskilling and reskilling in the vocational sector: A study on the potential use of a blockchain-based ICT system for micro-credentials in Sweden.</em> Unpublished Dissertation. University Press. Ghasia, M., Machumu, H., &amp; Smet, E. (2019). Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania.&nbsp;<em>International Journal of Education and Development Using ICT</em>,&nbsp;<em>15</em>(1), 56-62. Halim, F. S. A., Luaran, J. E., &amp; Jill, L. S. S. (2024). Unravelling challenges of higher education institutions in implementing effective micro-credentials: A multi-stakeholder qualitative study.&nbsp;<em>Asian Journal of University Education</em>,&nbsp;<em>20</em>(1), 114-126. Kıbaru, F. (2018). Supporting faculty to face challenges in the design and delivery of quality courses in virtual learning environments. <em>Turkish Online Journal of Distance Education, 19</em>(4), 176-197. Kwaghbo, T. M. (2021). Organizing and managing business teacher education and training programs in higher educational institutions in Nigeria for quality business education delivery. <em>Nigerian Journal of Business Education, 8</em>(1), 51-59. LaMorte, W. W. (2022). <em>The social cognitive theory.</em> Boston University School of Public Health. https://sphweb.bumc.bu.edu/otlt/mph Liu, X., Peng, M. Y. P., Anser, M. K., Chong, W. L., &amp; Lin, B. (2020). Key teacher attitudes for sustainable development of student employability by social cognitive career theory: the mediating roles of self-efficacy and problem-based learning. <em>Frontiers in Psychology, 11</em>, 1945. Olatunji, T. I., &amp; Adewumi Adebisi, T. (2021). Comparative analysis of operational structures in single-and dual-mode distance learning institutions in Nigeria. <em>International Review of Research in Open and Distributed Learning, 22</em>(1), 59-77. O'Leary, M. (2020). <em>Classroom observation: A guide to the effective observation of teaching and learning.</em> Routledge. Oluwafemi, P. A. (2019). <em>Effects of programmed instruction, questioning and assignment teaching methods on academic achievement of students in business studies in Oyo State, Nigeria.</em> University Press. Parsons, D., Sparks, H., Vo, D., &amp; Singh, A. (2023). MOOCS and micro-credentials as launch pads to further education: Challenges and experiences. In <em>Massive Open Online Courses-Current Practice and Future Trends. IntechOpen.</em> Pirkkalainen, H., Sood, I., Padron Napoles, C., Kukkonen, A., &amp; Camilleri, A. (2023). How might micro-credentials influence institutions and empower learners in higher education? <em>Educational Research, 65</em>(1), 40-63. Sharma, H., Jain, V., Mogaji, E., &amp;Babbilid, A. S. (2024). Blended learning and augmented employability: a multi-stakeholder perspective of the micro-credentialing ecosystem in higher education.&nbsp;<em>International Journal of Educational Management</em>, 3(1), 78-86. Smith, M. J. O. (2021). <em>The impact of self-efficacy on personalized professional learning for google certification. </em>Widener University. Tee, P. K., Cham, T. H., Aw, E. C. X., Khudaykulov, A., &amp; Zhang, X. (2024). Marketing micro-credentials: understanding learners' engagement and willingness to pay more. <em>International Journal of Educational Management, 38</em>(4), 1001-1020. Van der Hijden, P., &amp; Martin, M. (2023). Short courses, micro-credentials, and flexible learning pathways: A blueprint for policy development and action. <em>International Institute for Educational Planning, </em>1-56. Wang, Y., Chaw, L. Y., Leong, C. M., Lim, Y. M., &amp; Barut, A. (2024). Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials. <em>International Journal of Educational Management, 38</em>(4), 978-1000. Westfahl, S. A., &amp; Wilkins, D. B. (2017). The leadership imperative: A collaborative approach to professional development in the global age of more for less.&nbsp;<em>Stan. L. Rev.</em>,&nbsp;<em>69</em>, 1667.

Abstract Many non-native and native speakers all around the world have proven that English is an international language. It is sometimes referred to as the global language since it is the primary means of communication across countries. In our nation, the usage of English as a common language play an essential role in education. English learners must place strong emphasis on the use of communication. The ultimate goal of language instruction is to improve communication skills. Pragmatics is the method in which meaning is transferred through communicating, and linguistic skill is regarded as an instrument for communication. Pragmatic competence is the capacity to comprehend and communicate meanings that are more correct and acceptable for the cultural and social contexts in which communication takes place. Even though English is used at many levels of communication, the speakers must be familiar with a variety of pragmatic components to create coherency and the capacity to react in a variety of scenarios. As a result, one of the key aims in the field of education should be the development of pragmatic ability and also help for future understanding. <strong>Keywords</strong>: <strong>&nbsp;</strong>Communication, communication skills, English, language, literature &nbsp; <strong>Received-</strong>03 /12 /2025,<strong> Accepted</strong>-18 /01/2025,<strong> Published Date</strong>-31 /01 /2025 &nbsp; &nbsp; <strong>&nbsp;</strong> &nbsp;Introduction Communication is a talent that allows one individual to collect and transfer pieces of information to another. So, communication in English is a talent that can only be perfected by consistent practice and acquaintance with the target languages. This talent is beneficial in broadening pupils' comprehension abilities. If a person is to attain his or her purpose, he or she must be able to communicate successfully with others (P. Chairat 2016). Different strategies can be use to improve communication. Listening literature, particularly poetry, is one of the strategies. Seeing life through the eyes of someone else may also be beneficial. Poetry is a concise language that communicates a wide range of emotions. It provides the reader with joy. It helps pupils improve their speaking abilities. It is a tool that may be used depending on the pupils' attitude. It encourages people to express their opinions and views regarding difficult societal topics. Poetry is an important part of language instruction. Poetry is the actual content that aids in the student's grasp of the language they are attempting to acquire. The researcher's main goal is to improve students' verbal communication skills through teaching poetry in the classroom ( M. D. Mehra 2013). In actuality, businesses evaluate newly recruited graduates' professional competence, although it is the primary criteria for educational excellence (M. Ilankumaran and P. Deepa 2018). With the foregoing in mind, and as far as everyone&lsquo;s is worried, a large number of recent research and educations have absorbed more on graduate employability and professional competence (like critical, problem-solving, leadership, and teamwork skills) than on English communication skills needed and used in there al workplace. However, the afore mention is unsuitable for preparing English main graduates for future careers, predominantly those who are not natural English speakers. It'ssafetoassumethatoncethey'vecompletedtheirdegree,they'llpursuecareersthatneedthemto use the English language (G. Charyulu 2015). As a result, it is evident that the graduates' English communication abilities are crucial and widely anticipated by businesses and organizations. As a result, universities and academic instructions are likely to place a greater focus on professional competence and employability skills. Literature is about letters, phrases, words, sentences, essays, paragraphs, and tales, among other things. The author must concentrate on all of these areas of knowledge when learning a language. Ideas, views, sentiments, and facts to communicate with others for personal or professional reasons are all part of communication. Literature is the same way (M. Ilankumaran and P. Deepa 2018). Literature is the heart of language is the mind. The lexicographical, grammatical, and syntactical systems that makeup language. Anyone who wants to improve their communication skills should concentrate on language. In general, there are three sorts of communication (S. Kuroda and I. Yamamoto 2018). &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Visual communication &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Verbal communication &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Auditory communication The author needs greater verbal communication abilities in our professional communication than visual and oral communication. Author focus on literature rather than raw, lifeless phrases as models of grammar to enhance our English. One must concentrate on the fundamental notions of that language. Concentrate first on the alphabet, tiny word lists, word groupings, sentences, phrases, and storey paragraphs (M. S. Kaper 2018). Improve your languages skills by telling mythical, magical, or legendary stories. Stories are the most effective way to improve one's analytical and cognitive abilities. Stories give ample room for the creative process to flourish. People used to practice their linguistic skills by listening to legendary stories and relaying them to others. However, tales are no longer part of the academic curriculum, and youngsters are unaware of the importance of literature. Even parents believe that fiction is a fun way to spend time. It's pointless. It is, in fact, a misunderstanding. Only through reading and listening to literature can we improve our command of the English language and our communication abilities (A. V. Basantes, M. E. Naranjo, M. C. Gallegos, and N. M. Ben&iacute;tez 2017) . The internet has offered up new avenues for knowledge enhancement through communication. We can't separate the Internet from English. They've mixed. Modern technology has produced a Digital World in which people may communicate quickly via email, chat, video conferencing, mobile interviewing, net banking, and online shopping, among other methods. In today's world, man lives in a digital world (P. Deepa and M. Ilankumaran 2018). His needs are for cutting-edge technology. Computer technology and the English language are the two most important instruments for connecting the entire world. These are both technical and communication tools that work well. Nowadays, technical communication abilities are required in the business, educational, and career domains. Everyone used to be different, but today we are all referred to as global citizens. Students have become global students, and their occupations have become global occupations. These days, if an educated individual does not know English or how to use a computer, he is referred to be an illiterate (M. Reza Ahmadi, H. Nizam Ismail, and M. Kamarul Kabilan Abdullah 2013). The basic function of a language is to be spoken rather than written. So, written languages are the most valuable resource for retracing the cultures, societies, and lifestyles of earlier generations of people and races (S. Shrestha, S. Parajuli, and U. R. Paudel 2019). The English language is not static; it is always expanding into new domains and notions (K. B. Haskard Zolnierek and M. R. Dimatteo 2009). The Anglo-Saxon language only had roughly 20,000 term sinitsrepertoire.There are approximately 4,00,000 words in the contemporary Oxford Dictionary. The majority of the vocabulary used by the Anglo-Saxons came from their German predecessors. Any living language, such as English, has a large vocabulary and allows easy exploration of new concepts, people, and regions. The old world had lost its sense of self (B. Crosbie, M. Ferguson, G.Wong, D. M.Walker, S.Vanhegan, and T. Dening 2019). It was first used under the British government's rule. People write Telugu and speak Telugu, and people in others tates speak and write their respective languages; in fact,our country was separated based on linguistic modifications. Our mother tongue is used in our daily conversations. Only our language allows us to communicate our thoughts, ideas, and expressions. As a result, the mother language impact dominates our ability to communicate smoothly and successfully in English (M. C. Paretti, A. Eriksson, and M. Gustafsson 2019). The acquisition of spoken language occurs naturally as a result of the culture. We are unable to speak English in the manner of an Englishman since we were not born in that nation or culture. Rather than spending time and energy imitating the English at ion and dialect, aim to rapid and convey faultless English for common understanding and communication with the rest of the globe. <strong><em>1.1&nbsp; </em></strong><strong><em>Role of English Grammar to Enhance Communication</em></strong> Grammar is a necessary component of efficient English learning. In written communication, grammar is extremely important. To write excellent English, one must understand the law of grammar. Professional graduate students must write competent English to advance in their careers. Because the world has changed dramatically, English grammar must also evolve. Indian students find it challenging to adhere to different language laws and restrictions. The Greek and Latin Classical Languages gave birth to the English Lexicon and its structure. The rules of British English haven't altered in a long time. As a result, the Global Student looks for choices. Fresh developments, such as the Internet and e-mail, provide him with a new road to English mastery (G. Papanastasiou, A. Drigas, C. Skianis, M. Lytras, and E. Papanastasiou 2019). Even yet, English teachers and textbooks continue to use age-old English spelling rules, word order, punctuation, and grammar rules (K. Bombeke 2012). Students that are interested in technology are on the lookout for reality and are eager to learn. Because of their high intelligence quotient <strong>(</strong>IQ) scores. So it's time to revise English grammar using the most up-to-date technology; otherwise, grammar would only exist in English textbooks and the surnames of English teachers. Our Prehistoric Civilization has bestowed a magnificent gift onto us. It is written in Sanskrit. It has become drowned in the Global World due to its Conventional Grammatical Rules. The threat to the British English languages comes not from people, but modern communication technology. Sanskrit, Greek, and Latin, the world's three Classical Languages, have all but perished due to their Conventional Lexicon and Grammar (K.S. Juma, D.M.A. Raihan, and D. C. K. Clement 2021). <strong><em>1.2&nbsp; </em></strong><strong><em>Need of English Language</em></strong> During the British administration, Macaulay brought English into our educational system. Since that time, English has been an integral element of our culture. It is a necessary commodity in the fields of business, commerce, education, and employment. In India, the British Empire has crumbled, but the English Empire has flourished. Leaders and citizens created slogans against English during the American Revolution, claiming that it should be prohibited. However, it continues to thrive not because of its structure, but because of its adaptability. These two terms cannot be separated; they are synonymous. Globalization gave birth to the new world. Computer technology and the English language are the two fundamental components that connect the whole globe (D. Khashimova, N. Niyazova, U. Nasirova, D. Israilova, N. Khikmatov, and S. Fayziev 2021). These are both technical and communication tools that work well. Students have become global students, and their careers have become global careers. "Public Speaking" is a different type of speech. In public speaking, a speaker addresses a large group of people on a certain topic. The speaker and his or her information are given first attention in this procedure. Electronic communication is another mode of communication. This method includes using cell phones, voice mails, e-mails, and chatting. Any type of communication is solely to share information with others. It is the most alive and effective kind of communication compared to other forms of communication. "Reading makes a man perfect,"says one author. It's a common phrase used to emphasize the necessity of good reading abilities. What motivates us to read? The basic goal of reading is to understand the meaning of each paragraph in a book. We simply read books to gather information and knowledge. As a result, books are the future generations' treasures of ancient man's wisdom. There are several sorts of books. Reading may be done in a variety of ways, including word-to-word reading, skimming, and scanning. These are the several methods for reading a book. The author looks through a paragraph to see what information or concept we're seeking for using this strategy. It's all about looking for something in a book rather than learning everything there is to know about that book. These are the several methods for reading a book. To strengthen your ability to provoke thinking, try reading at least a paragraph every day. Another advantage of reading is that it improves your vocabulary and linguistic skills. Individuals' thoughts, clarity, and meaning increase as a result of reading. Writing Ability: "Writing creates a precise guy. "Amongthethreetalentsoflistening,speaking,andreading,writingisthemostchallenging.Itisa a thought-provoking activity. It is an everlasting document. Stones were used to writing on in ancient times. Lithography was the name of the process. They later began writing on animal hides. Later, the Chinese created paper. After a few years, Gut ten Burg devised the printing press, which revolution the writing system. Newspapers, periodicals, and many types of printed books were created. Reading,Writing,Listening,and Speaking are the four forms of communication that we must master to communicate effectively. And I feel that if we read more, we will be able to enhance our writing, listening, and speaking skills. I'm sure we all do a lot of reading for work. Reading literature that is not immediately relevant to our profession, however, is also necessary, in my opinion. Reading books on numerous themes helps one's general knowledge, imagination, and creativity, among other things, in addition to vocabulary and grammar. These advantages can also aid in bridging gaps between team members from various countries in dispersed teams. It's not simple to get into the habit of reading since we're continually catching up with our fast-paced and chaotic lifestyles. Apart from professional competency and employ-ability skills, academic institutions should emphasize and teach workplace communication skills in English to boost English major graduates' capabilities and capacities to satisfy labour market expectations and requirements. As a result, university language programs must be designed to provide appropriate practice in listening, speaking, reading, and writing abilities. These abilities are equallyvital,and students typically practice them in different combinations or all at once.""Effort should be made to ensure that what is taught in the course is related to authentic office situations to ensure that the students' professional communication skills are practiced according to the requirements of employers, and match the requirements of employers," the same researchers added.‖ Every literary person is aware of the concepts of language and literature. They are, nevertheless, the most popular way to acquire language. The importance of literature in the language classroom cannot be overstated. It not only entertains readers but also helps them gain experience and develop critical thinking skills. 2.&nbsp; DISCUSSION Both literary and linguistic talents are valued equally in English Literature and Communications degrees. The curriculum aims to teach students how to critically connect with a variety of genres through a variety of texts from across the world. The communicative English curriculum social circumstances as well as various cultural and literary traditions. When you go through the curriculum, you'll see that, in addition to English literature, you'll learn about mass media communication, journalism, philosophy, travel, and tourism. This one meal contains a lot of variety. It also attempts to provide pupils with the chance to improve their communication abilities. While the courses include a broad range of skills for particular corporate and creative areas such as advertising, business, and public service, they also aim to prepare students for further education in the field. The program's overall goal is to develop autonomous learners with the creative, critical, and analytical abilities needed for lifelong learning. <strong><em>2.1&nbsp; </em></strong><em>Important About Communication Skills</em> Some pundits expected that the website would herald at the end of human written correspondence, but the reality is very different. Texting, social networks, and email are all becoming increasingly popular forms of communication. Misunderstandings are more likely when there is more communication. Take into account the multiplying effect of social media. With with a few clicks, what you used to say to only a few people may suddenly be broadcast to hundreds of millions. In this paper, the author discuss why English communication skills are so crucial, as well as some recommendations for meeting today's communication needs, whether English is your first language or you're studying it as a second. You'll also learn about how the National University can assist you in improving your English abilities through our ESOL (English speakers of other languages) program or our English and communication degree options. 3.&nbsp; Conclusion The prose is the most effective instrument for learning English and Prose has built-in grammar. As a result, students may quickly learn Prose Topics. Words, nouns, verbs, punctuation, phrases, and sentences make up prose. Grammar should be taught in conjunction with Prose Paragraphs rather than individually. Students study Grammatical Assemblies in a highly efficient manner. Prose instruction nowadays is mechanical and serves no use. But it serves a greater purpose than simply explaining and translating it. Mathematical Applications are analogous to English Language Prose. Every single word and sentence is true and correct. As a result, it should not be squandered by translating. If a student masters prose, he will naturally master English communication skills. Professionals that are fluent in English are in high demand in today's job market. The four regions of English should be learned to gain command of the language. Listening, Reading, Speaking, and Writing is the four branches of the English language. These four abilities are referred to as communication skills. Speech is more significant than writing in language learning. The author uses Spoken Language to share our opinions regularly. To talk successfully, students need to master basic grammar rules and this rule help for better future communication skills.

In the past several decades, higher education has witnessed exponential growth of online learning, as well as the need for it. New technology has dramatically transformed the way education is delivered compared to what takes place in the traditional classroom. It has enabled online delivery of course materials to students outside of face-to-face classroom in an asynchronous manner and provide students with self-paced flexibility at their convenience. Given the abstract nature of statistics content, effectiveness of the instructional strategies and course design in online statistics instruction has become particularly important to students’ learning success. In this qualitative study, the authors explored perceptions of the Educational Leadership doctoral students towards an online graduate level introductory statistic course in terms of whether the online course instructional strategies and course design helped them learn statistics. The authors assessed effectiveness of the instructional strategies and design of the online statistics course as well as students’ needs, so more effective instructional strategies could be used for online statistics teaching. Students identified the PowerPoint presentations with recorded lectures to be the most useful strategy. This strategy, along with live Q&amp;A sessions, guided practice and activities, helped make the textbook information more real-world and connected the elements of statistics to application.

Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.

In the digital age, proficiency in productivity software is vital for students' academic and professional success. This study evaluated the effectiveness of the Edu-Graphics approach—a multimedia instructional strategy that integrates graphic design and cognitive principles—in improving ICT proficiency among Grade 8 students at New Pangasinan National High School. A proper experimental design was used, involving a control group that received traditional instruction and an experimental group that used a validated Edu-Graphics module. The module was assessed for Content, Relevance, Instructional Quality, and Presentation. Pre-test results confirmed that both groups were at a novice proficiency level, with no statistically significant differences: p-values were 0.13 for Word Processing, 0.21 for Presentation Software, 1.00 for Spreadsheet Software, and 0.16 for the Total Score. Post-test results revealed a significant improvement in the experimental group, which reached a competent level across all software categories. The experimental group achieved a total mean score of 3.25 (SD = 0.69), significantly higher than the control group’s 1.84 (SD = 0.39), with p-values &lt; 0.00001 in all areas. Furthermore, the experimental group recorded a mean gain score of 2.10 (SD = 0.68), compared to the control group’s 0.76 (SD = 0.36). T-values ranged from 9.60 to 10.77, confirming statistically significant improvement (p &lt; 0.00001) in Word Processing, Presentation, and Spreadsheet Software skills. These findings affirm the effectiveness of the Edu-Graphics approach in enhancing students’ digital proficiency. By offering visually enriched, learner-centered, and self-paced instruction, the strategy supports varied learning styles and increases engagement. Edu-Graphics demonstrates strong potential as a scalable tool for integrating technology-driven instruction into the basic education curriculum.

Without a strategy in place, online discussions in asynchronous courses rarely rise above the level of information sharing. As a result, it is important to design discussion strategies that push students further in their interactions with both the content and each other. In this case study, the role-play strategy was examined to determine whether it fosters critical thinking and student engagement. Student discussion transcripts were examined from an online, self-paced human biology course using both Garrison et al.’s four-phase model of cognitive presence and Gunawardena et al.’s five-stage model of knowledge construction to look for evidence of higher-order thinking. Furthermore, the transcripts were examined qualitatively for phrasing that signified evidence of student engagement. The findings indicate that the role-play instructional strategy, when used in online discussions, does support student engagement and critical thinking. This strategy places students in authentic, real-world contexts and enables them to explore different perspectives while engaging with the content to discover new knowledge and construct new meaning. The research presented here also supports evidence that written reflection should be incorporated when employing the role-play strategy. Based on the insights from this study, the researchers have developed a framework for students to achieve deeper, more engaging online discussions. This framework is called the “Framework for Student Engagement and Critical Thinking in Online Discussions.”

Rapidly executing novel instructions is a critical ability. However, it remains unclear whether longer preparation of novel instructions improves performance, and if so, whether this link is modulated by performance benefits and costs of preparation. Regarding the first question, we reanalysed previous data on novel instruction implementation and ran Experiment 1. Experiment 1 consisted of multiple mini-blocks, in which participants prepared four novel stimulus–response (S-R) mappings in a self-paced instruction phase. After participants indicated they were ready, one of the four stimuli was presented and they responded. The reanalysis and Experiment 1 showed that longer preparation indeed led to better performance. To examine if preparation was modulated when the benefits of preparation were reduced, we presented the correct response with the stimulus on some trials in Experiments 2 and 3. Preparation was shorter when the probability that the correct response was presented with the stimulus increased. In Experiment 4, we manipulated the costs of preparation by changing the S-R mappings between the instruction and execution phases on some trials. This had only limited effects on preparation time. In conclusion, self-paced preparation of novel instructions comes with performance benefits and costs, and participants adjust their preparation strategy to the task context.

The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-task explicit grammar instruction or explicit interactional instruction or both has any impact on the results. Four groups of 6th grade EFL learners aged 11–12 years participated in an 8-week pedagogical intervention (50 minutes per week) while a fifth control group only participated in the testing sessions ( n = 36). Groups were divided according to the intervention received: grammar+interaction strategy ( n = 26), grammar ( n = 26), interaction strategy ( n = 24) and task-only ( n = 24). The four groups who underwent treatment also participated in past tense focused task-based peer interaction in the second part of the weekly intervention session. All groups completed a bi-modal untimed grammaticality judgement task (GJT) (explicit knowledge) and a self-paced reading task (SPR) (implicit knowledge) before and after the intervention. Results show that the use of pre-task instruction of both linguistic and interactional type together with focused peer-interaction tasks contributes to the children’s explicit learning of past tense. Children’s implicit knowledge of past tense did not show any significant development in any of the intervention types. Findings are discussed in relation to the pedagogical intervention carried out and the development of implicit and explicit knowledge.

Due to basal ganglia dysfunction, short step length is a common gait impairment in Parkinson’s disease (PD), especially in a dual-task walking. Here, we use electroencephalography (EEG) functional connectivity to investigate neural mechanisms of a stride awareness strategy that could improve dual-task walking in PD. Eighteen individuals with PD who had mild gait impairment walked at self-paced speed while keeping two interlocking rings from touching each other. During the dual-task walking trial, the participants received or did not receive awareness instruction to take big steps. Gait parameters, ring-touching time, and EEG connectivity in the alpha and beta bands were analyzed. With stride awareness, individuals with PD exhibited greater gait velocity and step length, along with a significantly lower mean EEG connectivity strength in the beta band. The awareness-related changes in the EEG connectivity strength of the beta band positively correlated with the awareness-related changes in gait velocity, cadence, and step length, but negatively correlated with the awareness-related change in step-length variability. The smaller reduction in beta connectivity strength was associated with greater improvement in locomotion control with stride awareness. This study is the first to reveal that a stride awareness strategy modulates the beta band oscillatory network and is related to walking efficacy in individuals with PD in a dual-task condition.

BACKGROUND: In the ever-changing classroom environment, a diverse group of students with varying backgrounds, personalities, and abilities comes together, demanding the use of imaginative and inventive teaching and learning approaches tailored to their individual needs. Many educational institutions struggle to effectively impart the intended subject matter to their students, leading them to rely on tools like PowerPoint Presentations and in-class activities. As a response to this challenge, a narrative review was undertaken to explore the effectiveness of innovative teaching and learning methods in nursing education. RESEARCH QUESTION: Assess the efficacy of inventive teaching and learning approaches in nursing education. PURPOSE/OBJECTIVES: 1. Determine the effectiveness of simulation in terms of knowledge, learning satisfaction, competence, self-confidence and self-efficacy. 2. Explore the students &lsquo;perception, experiences and impact on examination results using blended learning approach. 3. Examine the clinical competence, perception, satisfaction and goal achievement using the OSCE approach. 4. Study the effectiveness, practicability, perception, satisfaction and self-efficacy of Flipped classroom teaching strategy. METHODOLOGY: The investigator conducted a comprehensive review aimed at assessing the impact of inventive teaching and learning methods in nursing education. The strategies encompassed Simulation, Blended Learning, Objective Structured Clinical Examination, and Flipped Classroom teaching. Electronic searches were performed to identify pertinent studies. RESULT: Simulation creates a comfortable and secure environment while offering structured training, fostering a solid foundation of knowledge, skills, and experience for students. Blended Learning stands out as an optimal teaching model, blending self-paced online learning with live virtual sessions and in-person classroom instruction. OSCE serves as an objective tool for assessing student performance, while also assisting in identifying areas that may need additional focus. CONCLUSION: To meet all educational objectives, a combination of teaching-learning techniques is essential as no single approach can fully address all the learner&#39;s needs.