Gotowe bibliografie tematyczne / Competency based education

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Competency based education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Competency based education"

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Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka, and Tetiana Besarab. "Development of Competency-Based Approach to Education." Educational Challenges 27, no. 2 (2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.

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The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. 
 The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. 
 The results revealed that competency-based education appeared under the influence of the term “competence”; in its
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Oroszi, Terry. "Competency-Based Education." Creative Education 11, no. 11 (2020): 2467–76. http://dx.doi.org/10.4236/ce.2020.1111181.

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Schmaus, Diane C. "Competency-Based Education." AORN Journal 45, no. 2 (1987): 474–82. http://dx.doi.org/10.1016/s0001-2092(07)68360-4.

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King, Spencer B. "Competency-Based Education." JACC: Cardiovascular Interventions 8, no. 2 (2015): 374–75. http://dx.doi.org/10.1016/j.jcin.2014.12.219.

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Curry, Lynn, and Marcia Docherty. "Implementing Competency-Based Education." Collected Essays on Learning and Teaching 10 (June 12, 2017): 61–74. http://dx.doi.org/10.22329/celt.v10i0.4716.

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The rapid and widespread adoption of competency-based education (CBE) has brought into sharp focus long-standing tensions built into education systems, particularly for graduate and professional schools. We all share the desire to produce graduates equipped to respond capably in a rapidly changing world. However, many of us struggle with the knowledge, skills, and attitudes required to identify, articulate, deliver, document, assess, assure, and adjust those necessary competencies across learning engagements, work-study experiences, and into work careers. CBE forces us to alter familiar pedago
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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions sur
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Baxi, Gaurang, and Tushar Palekar. "Competency-based physiotherapy education." Indian Journal of Physical Therapy and Research 2, no. 2 (2020): 144. http://dx.doi.org/10.4103/ijptr.ijptr_13_20.

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Dwyer, Tim, Sara Wright, Kulamakan M. Kulasegaram, et al. "Competency-Based Medical Education." Journal of Bone and Joint Surgery-American Volume 97, no. 23 (2015): 1985–91. http://dx.doi.org/10.2106/jbjs.o.00252.

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Mujawar, Nilofer. "Competency based medical education." Journal of Education Technology in Health Sciences 9, no. 2 (2022): 29–30. http://dx.doi.org/10.18231/j.jeths.2022.008.

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Sharma, Pawan Kumar, Omprakash Swami, and Hemant Tyagi. "COMPETENCY-BASED EDUCATION MANAGEMENT." GFNPSS GLOBAL NURSING JOURNAL OF INDIA 4, no. II (2021): 319. http://dx.doi.org/10.46376/gnji/4.ii.2021.319-320.

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Rozprawy doktorskie na temat "Competency based education"

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Sarron, Susanne Rutledge Pierce Walter D. "Applying Smelser's theory of collective behavior to minimum competency testing/competency based education." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713225.

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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 3, 2005. Dissertation Committee: Walter D. Pierce (chair), Fay F. Bowren, F. James Davis, Wayne H. Galler, William D. Zeller. Includes bibliographical references (leaves 279-292) and abstract. Also available in print.
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Speer, Kellie. "Competency-Based Learning in Higher Education." The University of Arizona, 2016. http://hdl.handle.net/10150/621589.

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Learning to learn is fundamental. Efforts to embed competence therefore often concentrate on developing transversal skills, or soft skills, such as the ability to think critically, take initiatives, solve problems and work collaboratively (Sullivan and Bruce, 2014). In this paper, competency-based education is discussed. More specifically, a discussion of the Retailing and Consumer Sciences program and its current curriculum will take place. This paper will discuss qualitative research conducted in both the literature as well as in the Retailing and Consumer Sciences program.
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Courteau, Brigitte. "Competency-based education in plastic surgery training." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.

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In Plastic Surgery, learning objectives have been outlined by the Royal College of Physicians and Surgeons of Canada, however, a defined curriculum to meet these objectives is absent. Several factors are reducing the practicality of the current time-based model and as a result, a competency-based training model has been proposed to replace the traditional model. Implementation of a competency-based curriculum requires several steps including the identification of both specialty specific procedures and procedural steps. The present project aims to develop a methodology for identifying proced
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Thackaberry, Alexandera. "Competency-Based Education Models: An Emerging Taxonomy." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491776906336325.

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Engelbrecht, Frederik Daniel Jakobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia /." Link to the online version, 2007. http://hdl.handle.net/10019/624.

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Gregg, Julie E. "Competency-based education, an effective approach to nursing orientation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57436.pdf.

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PERNA, Salvatore. "The design of Serious Games for Competency-based Education." Doctoral thesis, Università degli Studi di Palermo, 2022. https://hdl.handle.net/10447/565845.

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Pearce, Catherine Rebecca. "Implementation of an outcomes focused approach to education: a case study." Thesis, Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/250/.

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Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single
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Pearce, Catherine Rebecca. "Implementation of an outcomes focused approach to education : a case study /." Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/250/.

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Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single s
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Curwood, Maurice Robert. "Competency-based training and assessment in the workplace /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.

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Książki na temat "Competency based education"

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Hasenstab, Joseph. Performance-based education. Performance Learning Systems, 2008.

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W, Burke John, ed. Competency based education and training. Falmer Press, 1989.

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Beth, Kenkel Mary, Peterson Roger L. 1944-, and American Psychological Association, eds. Competency-based education for professional psychology. American Psychological Association, 2010.

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Rowe, Alan. Quality and outcome-based education. Australian Curriculum Studies Association, 1994.

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Kenkel, Mary Beth, and Roger L. Peterson, eds. Competency-based education for professional psychology. American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-000.

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Fanie, Pretorius, ed. Outcomes₋based education in South Africa. Hodder & Stoughton, 1998.

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McCowan, Richard J. Origins of competency-based training. Center for Development of Human Services, Buffalo State College, 1998.

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Baron, Mark A. Performance-based education: Developing programs through strategic planning. Rowman & Littlefield Education, 2008.

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Susan, Fuhrman, and Elmore Richard F, eds. Redesigning accountability systems for education. Teachers College Press, 2004.

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Susan, Fuhrman, and Elmore Richard F, eds. Redesigning accountability systems for education. Teachers College Press, 2004.

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Części książek na temat "Competency based education"

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Wang, Amber Yayin, and Tzyy-Yuh Maa. "Competency-based education." In Competency-Based Teacher Education for English as a Foreign Language. Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-2.

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Sudhindra, Shravya Thandlam, Arlindo Silva, and Lucienne T. M. Blessing. "Competency-Based Design Education." In Design Science and Innovation. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-7363-3_8.

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Krishnamurthy, Radhika, and Jed A. Yalof. "The assessment competency." In Competency-based education for professional psychology. American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-005.

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Binder, Jeffrey L., and Fredrick S. Wechsler. "The intervention competency." In Competency-based education for professional psychology. American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-006.

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Gutiérrez, Nancy B., Michelle Jarney, and Michael Kim. "Unpacking Facilitative Competency-Based Coaching." In Coaching Education Leaders. Routledge, 2024. http://dx.doi.org/10.4324/9781003010876-2.

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Stanton, Mark. "The consultation and education competency." In Competency-based education for professional psychology. American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-008.

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ten Cate, Olle. "Competency-Based Medical Education and its Competency Frameworks." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_42.

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Zehra, Tabassum, and Rukhsana Wamiq Zuberi. "Competency-Based Clinical Supervision." In Global Medical Education in Normal and Challenging Times. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51244-5_8.

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Kettler, Todd, and Cheryl Taliaferro. "Competency-Based Progressions and Acceleration." In Personalized Learning in Gifted Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003237136-7.

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Golubina, Ekaterina, and Alexander Löser. "Competency-Based Exams in Professional Education." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_15.

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Streszczenia konferencji na temat "Competency based education"

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Rehder, Gustavo P., Ariana L. C. Serrano, José B. Grimoni, et al. "Innovative Competency-Based Electrical Engineering Curriculum." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893505.

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Wong, Nicholas Heng Loong. "Assessment Mapping Strategies for Competency-Based Computing Education." In TENCON 2024 - 2024 IEEE Region 10 Conference (TENCON). IEEE, 2024. https://doi.org/10.1109/tencon61640.2024.10902854.

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Loro, Felix Garcia, Elio Sancristobal, Rosario Gil, et al. "Competency-Based Instructional Design for Microelectronics Training: ECoVEM Project." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893068.

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Ouma-Odero, Melvin. "EDTECH INTEGRATION IN KENYA'S COMPETENCY-BASED CURRICULUM: CHALLENGES AND OPPORTUNITIES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1604.

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Martinez-bueso, Pau, Olga Velasco-Roldán, Iosune Salinas-Bueno, Inmaculada Riquelme-Agulló, and Elisa Bosch-Donate. "Competency-based education advances in Higher Education in Health." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16284.

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INTRODUCTION. The incorporation of digital technology to rehabilitation settings requires competency-based education advances in Higher Education in Health or in life-long training. AIM. This work aimed at developing knowledge in digital rehabilitation, exploring competences in Digital Rehabilitation in higher education teachers, students, and professionals, and creating pedagogical tools for them. A consortium of higher education teachers from 5 European countries (DIRENE consortium) designed and piloted a project in higher education studies from health and social care. RESULTS. Mixed methodo
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Kahlon, Amardeep, Ann Kennedy, and Linda Smarzik. "Competency-Based Education." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3287555.

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Magauova, Akmaral, Zhamilya Makhambetova, and Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the stud
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Li, Chengcheng, Hazem Said, Rebekah Michael, Marcus Johnson, and Helen Meyer. "Competency based IT experienes." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757572.

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Hernández-de-Menéndez, Marcela, and Ruben Morales-Menendez. "Competency Based Education – Current Global Practices." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5536.

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Competency Based Education (CBE) is considered an alternative to face the lack of individuals with the appropriate labour abilities. A state of the art on CBE in terms of the practices being performed by main worldwide universities/colleges is presented. Main promoted competencies include effective communication, critical thinking and lifelong learning. Also, teaching and practice activities are determined such as real life situations and simulations. Regarding competency assessment techniques, a mix of them is used to guarantee the desired competency level. Achievements of competencies are re
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Linxen, Andrea, Florian Endel, Simone Opel, and Christian Beecks. "Knowledge Graphs for Competency-Based Education." In 2023 IEEE International Conference on Big Data (BigData). IEEE, 2023. http://dx.doi.org/10.1109/bigdata59044.2023.10386727.

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Raporty organizacyjne na temat "Competency based education"

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Tadevosyan, Gohar, and Swetal Sindhvad. Innovations in Information and Communication Technology Enhanced and Competency-Based Education. Asian Development Bank, 2024. http://dx.doi.org/10.22617/brf240350-2.

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Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Rodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - Does competency-based education with blockchain signal a new mission for universities? (Williams, 2019). ResearchHub Technologies, Inc., 2024. http://dx.doi.org/10.55277/researchhub.aeopqzb3.

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com
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Topuzov, Oleg, Liudmyla Kalinina, and Valentyn Rogoza. Analytical report on the results of an online survey of academic staff in the context of developing competency-oriented textbooks for a new generation. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-staff-2021-44.

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The analytical report explores the state of practice and prospects for the development and improvement of the content of mathematics and natural sciences education in the context of compliance with international standards, particularly the goals of PISA. The report is based on the results of a survey conducted among researchers from the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine. The survey focused on analyzing the content of modern textbooks, the application of a competency-based approach, awareness of PISA requirements, and the compliance of educational
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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main ch
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of th
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Luke Luna, Christina, and Josh Weisgrau. Exponential Change Brings Exponential Choice: Navigating Life, Learning, and Career. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/244.

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Success in life and career is often viewed through a narrow lens, but what if we reimagined the pathways that lead there? This work explores a new vision for navigating education and career transitions, emphasizing adaptability, learner agency, and competency-based approaches. Through personal stories and key insights, we examine how K-12 and higher education institutions must evolve to support more flexible, individualized learning experiences. By recognizing the connections between skills, identity, and career growth, we can better equip learners for the complexities of the modern world.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate
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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T
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