Gotowe bibliografie tematyczne / Culturally responsive school model

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Gotowa bibliografia na temat „Culturally responsive school model”

Autor: Grafiati

Data publikacji: 10 grudnia 2024

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Culturally responsive school model"

Kressler, Benikia, Lindsey A. Chapman, Amy Kunkel, and Katrina A. Hovey. "Culturally Responsive Data-Based Decision Making in High School Settings." Intervention in School and Clinic 55, no. 4 (2019): 214–20. http://dx.doi.org/10.1177/1053451219855737.

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Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno’s IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), wo

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Sarıdaş, Gürkan, and Funda Nayır. "Examining the level of culturally responsive school culture." International Journal of Assessment Tools in Education 12, no. 2 (2025): 387–413. https://doi.org/10.21449/ijate.1478068.

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Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, q

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Kozleski, Elizabeth, Donna Sobel, and Sheryl Taylor. "Embracing and Building Culturally Responsive Practices." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (2003): 73–87. http://dx.doi.org/10.56829/muvo.6.1.54558065122030q7.

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Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the development of individual and collective discourse and practice focused on exploring how cultural perspectives, experiences, and histories shape and divide members of the system. This article provides an approach to building culturally responsive practices that focuses on practitioners' understandings about their own roles in renewing and reforming school and cl

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Abou-Rjaily, Kathleen, and Susan Stoddard. "RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions." International Journal of Multicultural Education 19, no. 3 (2017): 85. http://dx.doi.org/10.18251/ijme.v19i3.1227.

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Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging

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Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.

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Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and

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Taylor, Julia V., Faith Zabek, Jen Koide, Aloise D. Phelps, Kathryn L. Zeanah, and Michael D. Lyons. "Utilizing a Telementoring Model to Promote the Evidence-Based School Counseling Model." Professional School Counseling 27, no. 1a (2023): 2156759X2311607. http://dx.doi.org/10.1177/2156759x231160717.

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Telementoring is a low-cost, flexible way for school mental health professionals to access professional learning. Using a mixed-methods intervention design, we examined the impact of prolonged telementoring on school mental health professionals’ (school counselors, psychologists, social workers, and others) understanding and application of evidence-based school counseling, including associations between their use of evidence-based, culturally responsive, and collaborative practices to support student mental health. Our findings demonstrate support for the use of telementoring to improve school

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NurIsmani, Winda, Imas Juidah, Agus Nasihin, and Yayah Kurniah. "Pendekatan Culturally Responsive Teaching Menggunakan Media Canva pada Pembelajaran Bahasa Indonesia di SMA." Jurnal Pendidikan Educandum 5, no. 2 (2025): 254–60. https://doi.org/10.55656/jpe.v5i2.463.

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This study examines the integration of Culturally Responsive Teaching (CRT) with Canva in Indonesian language learning at the senior high school level. Using a qualitative case study at SMA Negeri 2 Indramayu, data were gathered through observations, interviews, and student work analysis. The results show that most students (83%) effectively used Canva to create culturally themed concept maps and texts, demonstrating increased engagement, creativity, and cultural understanding. The study concludes that combining CRT with digital media enhances meaningful learning by connecting students’ cultur

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Anjaswuri, Fitri, Indri Yani, Nurlinda Safitri, and Ilmi Zajuli Ichsan. "Development of Monopoly Media Based on Culturally Responsive Teaching on an Ecosystem Theme for Elementary School Students." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 10596–601. http://dx.doi.org/10.29303/jppipa.v9i12.5330.

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Development of monopoly media based on culturally responsive teaching on ecosystem themes for fifth-grade elementary school students using the Research and Development method with the ADDIE model. Analysis of needs and conditions is focused on real conditions apart from innovative learning strategies, but the use of innovative and interesting learning media or learning resources makes learning more meaningful. The development of innovative learning media is an alternative to solving problems that occur in the learning process, especially for students. Culturally responsive teaching is an effec

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Powell, Rebecca, Susan Chambers Cantrell, Victor Malo-Juvera, and Pamela Correll. "Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research." Teachers College Record: The Voice of Scholarship in Education 118, no. 1 (2016): 1–46. http://dx.doi.org/10.1177/016146811611800107.

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Background Many scholars have espoused the use of culturally responsive instruction (CRT) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a framework for teacher professional development. The CRIOP is a comprehensive model and evaluation tool that operationalizes culturally responsive instruction around seven elements: Classroom Relationships, Family Collaboration; Assessment; Curriculum/Planned

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Blitz, Lisa V., Denise Yull, and Matthew Clauhs. "Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools." Urban Education 55, no. 1 (2016): 95–124. http://dx.doi.org/10.1177/0042085916651323.

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Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Find

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Rozprawy doktorskie na temat "Culturally responsive school model"

Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.

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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

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Mohd, Nazir Fazlin. "Fostering engagement: Building connections with Culturally and Linguistically Diverse (CaLD) families in the early years of school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2853.

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Family-school partnerships are pivotal in children’s education, especially in early years of school. In Western Australia. The early years of school encompasses three-and-a-half-year-old children in Kindergarten, a non-compulsory year of school that has been administrated and on schools’ sites for the last 40 years. Despite substantial representation in Western Australian (WA) schools, culturally and linguistically diverse (CaLD) families' perspectives on school connections and how schools form partnerships and engage them in their child’s learning remains understudied. The critical relationsh

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McLaughlin, Sarah L. "Enhancing Culturally Responsive Practice in a District: Engaging Families through Culturally Responsive Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108810.

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Thesis advisor: Martin Scanlan<br>As the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by f

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Rogers, Tina C. "Enhancing Culturally Responsive Practice in a District: A District's Support of Principals' Culturally Responsive Leadership Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108776.

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Thesis advisor: Martin Scanlan<br>This qualitative single-site case study examined how district administrators in one racially, culturally, and linguistically diverse Massachusetts school district supported and strengthened principals’ culturally responsive leadership practice. Building coherent culture and structures that provide space to critically self-reflect and collaboratively learn are essential. Data collection included interviews with district administrators and principals, observations of leadership meetings, document review, and a survey. Findings revealed district administrators es

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Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of

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Byrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.

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Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building concep

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Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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Mamat, Nordin. "Culturally responsive pre-school education : multicultural Malaysia on a small scale." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16825.

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Malaysian Government policy aims to meet the challenge of a culturally integrated society by 2020. As part of its approach it has established the PERPADUAN (National Unity) Pre-school. The primary aim of this study is to understand whether Malaysian pre-school education is culturally responsive to and inclusive for all cultures present in the setting by investigating positive and constructive parent-child relationships across three cultures. It is important to understand the social and cultural capital of parents and PERPADUAN pre-school‘s ethos effects on children‘s behaviour. The design and

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Roybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.

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<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teac

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Książki na temat "Culturally responsive school model"

Clauss-Ehlers, Caroline S., Zewelanji N. Serpell, and Mark D. Weist, eds. Handbook of Culturally Responsive School Mental Health. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-4948-5.

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B, Grant Kathy, and Ray Julie, eds. Home, school, and community collaboration: Culturally responsive family involvement. Sage Publications, 2009.

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Julie, Ray, ed. Home, school, and community collaboration: Culturally responsive family engagement. 2nd ed. SAGE Publications, 2013.

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Crawford, Burns Rebecca, and Kusimo Patricia 1950-, eds. It takes a school: Closing achievement gaps through culturally responsive schools. Edvantia, 2006.

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Dissinger, Meagan Elizabeth. On the Journey to Becoming Culturally Responsive in a High School Choir Classroom: A White Woman’s Autoethnography. [publisher not identified], 2019.

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G, Thomas Veronica, Stevens Floraline I, and American Evaluation Association, eds. Co-constructing a contextually responsive evaluation framework: The talent development model of school reform. Jossey-Bass, 2004.

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McNaughton, S. Designing better schools for culturally and linguistically diverse children: A science of performance model for research. Routledge, 2011.

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Yakovlev, Sergey. Education of the value foundations of personality. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2169531.

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The monograph examines the issues of educating the value foundations of a personality. The structure of the individual value system is substantiated, the process of its ontogenetic development is considered. The socio-psychological and psychophysiological mechanisms of the functioning of values in the public and individual consciousness are presented, the socio-cultural factors of educating the value foundations of a personality in a cultural environment organized by a teacher are revealed. The individual value system is presented as a cognitive model formed during the development of a child's

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Lee, Vera J., and Kristine S. Lewis Grant. Advancing Culturally Responsive and Socially Just Approaches to Multilingual Family-School Partnerships. Lexington Books, 2023. https://doi.org/10.5040/9781666983302.

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This compilation of research and stories from the field about multilingual family-school partnerships explores where systemic inequities exist at the school, district, or community level, and consider strategies that disrupt normative ways in which multilingual families are included in educational decisions. The authors present family-school partnerships in educational and non-educational settings across the United States, and identify frameworks, models, and practices for engaging multilingual families in schooling. This edited volume is organized into four sections. Section one, “School Dist

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Culturally Responsive School Leadership. Harvard Education Press, 2018.

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Części książek na temat "Culturally responsive school model"

Miller, Laura, Lemma Taha, and Elizabeth Jensen. "From Guidance to School Counseling: New Models in School Mental Health." In Handbook of Culturally Responsive School Mental Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_4.

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Te Ava, Aue. "Vugalei: A Culturally Responsive Pedagogy Model for Teacher Education in Fijian Schools." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_479.

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Te Ava, Aue. "Vugalei: A Culturally Responsive Pedagogy Model for Teacher Education in Fijian Schools." In Encyclopedia of Teacher Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-13-1179-6_479-1.

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Konz, Amy J. "Culturally Responsive School Leadership." In Encyclopedia of Diversity, Equity, Inclusion and Spirituality. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-32257-0_203-1.

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Silva, Arlene. "Providing Culturally Responsive Supervision." In The School Psychology Supervisor’s Toolkit. Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-8.

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Ford, Bridgie A. "Culturally Responsive School-Community Partnerships." In White Teachers / Diverse Classrooms, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003448709-28.

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McKoy, Constance L., and Vicki R. Lind. "School Culture." In Culturally Responsive Teaching in Music Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.

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Lichtenstein, Melanie J. "Culturally Responsive Educators and Talent Development." In Talent Development in School. Routledge, 2021. http://dx.doi.org/10.4324/9781003238478-11.

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Williams, York. "Culturally Responsive Counseling and Collaboration." In Working with Students with Disabilities: Preparing School Counselors. SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n13.

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Meyers, Coby V., Tiffany S. Aaron, and Dallas Hambrick Hitt. "Embedding Culturally Responsive Leadership (Case 1)." In Change Leadership Cases for District and School Leaders. Routledge, 2025. https://doi.org/10.4324/9781003586623-4.

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Streszczenia konferencji na temat "Culturally responsive school model"

Scanlan, Martin. "Culturally and Linguistically Responsive Educational Models: A Critical Review of the Catholic School Sector." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1583867.

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Price, Jeremy, and Sunandan Chakraborty. "Working with Schools and Communities to Construct an AI Chatbot." In Purdue AI in P-12 Education Conference. Purdue University, 2025. https://doi.org/10.5703/1288284317894.

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This study details the development of CATpc (Critical Activity Teacher Planning Companion), an AI chatbot designed to support teachers in creating culturally relevant STEM education. Through a community engaged process with family members and teachers, we identified key requirements. These insights guided the modification of a Llama 3 8B model, incorporating culturally relevant education principles. Participants highlight the potential for AI to support more inclusive and culturally responsive STEM education while reducing teachers’ administrative burden.

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Weekes, Timothy. "Culturally Responsive Urban Charter School Pedagogy." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1446002.

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Caverly, Sarah. "Culturally Responsive Restorative Practices: Implementation of Culturally Responsive and Whole-School Restorative Practices." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1582477.

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Ison, Ashley. "Culturally Responsive Practices Among Successful Turnaround School Leaders." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1444480.

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DeCuir, Amaarah. "Muslim Student Voices Inform Culturally Responsive School Leadership." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1895123.

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Allen, Kelly. "Facilitating Culturally Responsive Professional Development: A School/University Partnership." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1585598.

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Williams, Andrew B., Kathleen Baert, and Adrianna Williams. "Culturally Responsive Social Robotics Instruction for Middle School Girls." In HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. ACM, 2017. http://dx.doi.org/10.1145/3029798.3038427.

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Uddin, Muhammad. "Exploring Aspiring K–12 School Leaders' Understanding of Culturally Responsive School Leadership." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2095909.

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Uddin, Muhammad. "Exploring Aspiring K–12 School Leaders' Understanding of Culturally Responsive School Leadership." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2095909.

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Raporty organizacyjne na temat "Culturally responsive school model"

Vergara, Victor. Culturally Responsive School Leadership For Latino/a Students Success. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5654.

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Gooden, Mark Anthony, Muhammad Khalifa, Noelle W. Arnold, Keffrelyn D. Brown, Coby V. Meyers, and Richard O. Welsh. A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals: Considerations for Principal Pipelines. The Wallace Foundation, 2023. http://dx.doi.org/10.59656/el-ls5949.001.

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Indrayadi, Sharfina, Riyandi Anggita, and Yulia Utami. Envisioning School Autonomy to Leverage Culturally Responsive Learning: Evidence from East Java and East Nusa Tenggara. Center for Indonesian Policy Studies, 2025. https://doi.org/10.35497/610509.

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu

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Cabral, Lídia, Ronald Ranta, Suleyman Demi, et al. Grass-roots Innovation for Justice in Urban Food Provisioning. Institute of Development Studies, 2025. https://doi.org/10.19088/ids.2025.015.

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This paper draws on an international research collaboration to examine grass-roots innovations in food provisioning in five urban locations. These include affordable food projects, comprising social supermarkets and a vegetable box delivery scheme, in Brighton & Hove, UK; an affordable food project targeting black communities in Toronto, Canada; a food fund piloted in Montpellier, France; Solidarity Kitchens in São Paulo, Brazil; and primary school gardens in Cape Town, South Africa. The paper examines the innovative features of these experiences, their comparison to conventional food bank

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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate O

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Veung, Naron, and Seyhah Ven. Exploring Insights into Vocational Skills Development and Industrial Transformation in Cambodia. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.131.202110.

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Industrial development is central to Cambodia’s economic development as it plans to upgrade the country’s status to an upper-middle-income country by 2030 and to a high-income country by 2050. Equipping the workforce with the skills and competencies that match industrial needs requires a great deal of continuous efforts and resources. In this regard, this paper aims to look into the linkage between skills and transformation based on employers’ perspectives. It explores insights into how companies perceive and use the skills and qualifications of their employees to overcome changes in technolog

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