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Ali, Bothina Mohammed Hussien. "A Framework for Developing Soft Skills among Kindergarten." International Journal of Early Childhood Special Education 14, no. 1 (2022): 697–711. http://dx.doi.org/10.9756/int-jecse/v14i1.221082.
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This study proposes a list of the needed soft skills for prospective kindergarten teachers in light of the Saudi Vision 2030, identifies the extent of their availability as reported by the participants, and proposes a framework for their development. To achieve these aims, the study adopted a descriptive method (analytical interpretation), and data have been collected by a questionnaire applied among 81 students registered at the eighth level in the College of Education. Results revealed high agreement on the availability of the needed soft skills among prospective kindergarten teachers: teamwork, communication, problem-solving and decision-making, time management, influence and persuasion, negotiation, and adaptability and resilience skills. Based on the analysis results, improvement procedures are recommended to reconsider course contents to include soft skills.
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McLaren, R., and J. Hayes. "Climbing skills [skills framework for the information age]." Information Professional 3, no. 4 (2006): 32–34. http://dx.doi.org/10.1049/inp:20060403.
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Garcia, Daniel Hernandez, Concepcion Monje, and Carlos Balaguer. "A use case of an adaptive cognitive architecture for the operation of humanoid robots in real environments." International Journal of Advanced Robotic Systems 14, no. 1 (2016): 172988141667813. http://dx.doi.org/10.1177/1729881416678133.
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Future trends in robotics call for robots that can work, interact and collaborate with humans. Developing these kind of robots requires the development of intelligent behaviours. As a minimum standard for behaviours to be considered as intelligent, it is required at least to present the ability to learn skills, represent skill’s knowledge and adapt and generate new skills. In this work, a cognitive framework is proposed for learning and adapting models of robot skills knowledge. The proposed framework is meant to allow for an operator to teach and demonstrate the robot the motion of a task skill it must reproduce; to build a knowledge base of the learned skills knowledge allowing for its storage, classification and retrieval; to adapt and generate new models of a skill for compliance with the current task constraints. This framework has been implemented in the humanoid robot HOAP-3 and experimental results show the applicability of the approach.
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Squiers, Linda, Susana Peinado, Nancy Berkman, Vanessa Boudewyns, and Lauren McCormack. "The Health Literacy Skills Framework." Journal of Health Communication 17, sup3 (2012): 30–54. http://dx.doi.org/10.1080/10810730.2012.713442.
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Darra, Susanne, Billie Hunter, Marian McIvor, Fran Webber, and Nan Morse. "Developing a midwifery skills framework." British Journal of Midwifery 11, no. 1 (2003): 43–47. http://dx.doi.org/10.12968/bjom.2003.11.1.11013.
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Phillips-Mahon, Amy. "Creating a Digital Skills Framework." ITNOW 66, no. 3 (2024): 12–13. http://dx.doi.org/10.1093/itnow/bwae077.
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Abstract Flight Lieutenant Amy Phillips-Mahon CEng MIET MBCS of the Cyberspace Professions Implementation Team, RAF Digital, explains how organisational transformation in line with SFIA is helping the RAF face its challenges against the backdrop of a rapidly evolving digital landscape.
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Walker, Karen. "Skills for Health diabetes framework." Practical Diabetes International 24, no. 2 (2007): 61. http://dx.doi.org/10.1002/pdi.1052.
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Seema, P. V., and C. H. Padmanabha. "Conceptual framework on metacognitive skills." i-manager's Journal on Educational Psychology 17, no. 4 (2024): 54. http://dx.doi.org/10.26634/jpsy.17.4.20649.
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The ability of a person to plan, monitor, assess, and modify their own behavioural patterns in order to more skillfully address challenges is known as metacognition. Although it is only described as "thinking about thinking," active thought monitoring and modification make it much more than that. The ability to think critically, solve problems, and be self- aware are all prerequisites for this type of self-regulation. When it came to meaningful learning, most students mainly relied on rote learning. Despite the significance of metacognitive thinking skills in the process of learning, the acquisition of these abilities is not widely emphasized in classrooms today. The majority of instructors place a lot of emphasis on the subject matter while paying little consideration to how their students are absorbing it. Pupils who possess Metacognitive Skills are able to identify their own cognitive capacities, take charge of their education, evaluate their own progress, understand the reasons behind their achievements and shortcomings, and pick up new techniques. Therefore, it is essential for the teacher to assist the student in growing their Metacognitive abilities. The practice of metacognitive skills in the classroom makes them autonomous learners. The students by learning this skills are able to monitor their own Knowledge, evaluate themselves and are able to take independent decision in the future life. Metacognitive Skills helps the students to develop self efficacy which in turn help the students to excel in their academic achievement.
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Zou, Zhou, Sharin Hazlin Huspi, Ahmad Najmi Amerhaider Nuar, and Kebiao Zhu. "A Conceptual Framework of Career Move Recommendation System." Journal of Advanced Research Design 126, no. 1 (2025): 91–98. https://doi.org/10.37934/ard.126.1.9198.
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Nowadays, job recommendation systems are becoming more and more popular for job seekers to generate personalized job recommendations, but it is increasingly challenging as the techniques used are changing rapidly. Most of the existing job recommendation systems only consider the user’s interests, without consideration of the user’s skills, which can help them to make a career move. In this paper, the problem was addressed by applying the Design Science Research Methodology to propose an artefact. The proposed conceptual framework generates personalized job and skill recommendations for a career move. This framework consists of five main components: Data Collection and Processing, Skill Identification and Mapping, Recommendation Engines, Job Recommendation, and Skill Recommendation. The data collection component retrieves job descriptions and online courses, while the skill identification component categorizes and maps skills to different job titles. The recommendation engines utilize content-based and collaborative filtering techniques to generate personalized job and skill recommendations based on user profiles, preferences, and skills. The proposed framework aims to enhance job-matching efficiency and assist users in identifying the required skills for career moves. Future research directions include evaluating the framework’s effectiveness and incorporating the user’s skill proficiency weighting to determine reskilling and upskilling needs.
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Shekhar Agrawal and Rahul Vats. "Dynamic Knowledge Graphs: Revolutionizing Skill Analytics through Graph Neural Networks." International Journal of Scientific Research in Computer Science, Engineering and Information Technology 11, no. 1 (2025): 1838–48. https://doi.org/10.32628/cseit251112181.
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The dynamic nature of workforce skills and their interrelationships necessitates sophisticated systems for understanding, classifying, and predicting skill evolution. This article introduces a novel framework for Dynamic Knowledge Graph Evolution in the Skills Domain, leveraging Graph Neural Networks to model hierarchical skill relationships, analyze temporal trends, and automate taxonomy generation. Our architecture incorporates a hierarchical GNN model that captures parent-child relationships among skills, enabling accurate skill classification and clustering. Temporal article is integrated into the framework to identify emerging skills and trends, providing actionable insights for dynamic workforce planning. Furthermore, we propose an automated taxonomy generation algorithm that leverages unsupervised clustering and natural language processing to continuously update the graph structure. Experiments on real-world datasets demonstrate the framework's ability to model skill evolution with high precision, generate interpretable taxonomies, and predict workforce demands effectively. Applications in talent management, career planning, and learning systems showcase the system's ability to adapt to the rapidly evolving landscape of workforce skills.
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Lamri, Jeremy, and Todd Lubart. "Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach." Journal of Intelligence 11, no. 6 (2023): 107. http://dx.doi.org/10.3390/jintelligence11060107.
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The distinction between hard and soft skills has long been a topic of debate in the field of psychology, with hard skills referring to technical or practical abilities, and soft skills relating to interpersonal capabilities. This paper explores the generic composition of any skill, proposing a unified framework that consists of five distinct components: knowledge, active cognition, conation, affection, and sensory-motor abilities. Building upon previous research and theories, such as Hilgard’s “Trilogy of Mind”, the generic skill components approach aims to provide a comprehensive understanding of the structure and composition of any skill, whether hard or soft. By examining these components and their interactions, we can gain a more in-depth understanding of the nature of skills and their development. This approach has several potential applications and implications for various fields, including education, training, and workplace productivity. Further research is needed to refine and expand upon the generic skill components theory, exploring the interactions between the different components, as well as the impact of contextual factors on skill development and use.
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Sakarya Erkek, Gülten, and Nesime Ertan Özen. "K12 Skills Framework Writing Domain Skills in Secondary School Turkish Textbooks." Adıyaman Üniversitesi Eğitim Bilimleri Dergisi 15, no. 1 (2025): 185–213. https://doi.org/10.17984/adyuebd.1540318.
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To keep up with the changing and developing world, individuals are expected to have 21st-century skills and integrate their knowledge with skills. This study aims to reveal the compatibility of the writing instructions in the secondary school Turkish textbooks, prepared for the 2023-2024 academic year with the writing field skills determined in the K12 Skills Framework. In this study, a basic qualitative research method was used. Data were obtained by the document analysis method. The data obtained by thematic coding were classified as specified in the Framework. The ratio of the number of writing instructions compatible with the K12 Skills Framework Turkish textbooks to the total number of speaking instructions in the textbooks was determined. It is seen that the writing instructions in the textbooks overlap most with the Integrated Skill of Creating Content at all grade levels. The lowest overlap was found in Managing Writing and Self-Reflection integrated skills. To provide students with 21st-century skills, changes that can be made in the context of both the curriculum and the K12 Skills Framework are presented as suggestions.
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Garcia-Esteban, Soraya, and Stefan Jahnke. "Skills in European higher education mobility programmes: outlining a conceptual framework." Higher Education, Skills and Work-Based Learning 10, no. 3 (2020): 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.
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PurposeCredit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes.Design/methodology/approachThe approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.FindingsData seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills.Research limitations/implicationsMeasuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA.Practical implicationsResearch has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres.Social implicationsData seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world.Originality/valueFor several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values.
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Nugraha, Hari Din, Deny Poniman Kosasih, Kasda Kasda, As'ari Djohar, and Mumu Komaro. "Model of essential employability skills framework for machine operator." Jurnal Pendidikan Vokasi 10, no. 2 (2020): 188. http://dx.doi.org/10.21831/jpv.v10i2.31869.
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Employability Skills is a skill requirement that must be possessed by someone to be able to get a job, always keep spirit on work for the successful career achievement. The aim of this study is to find a specific employability skills framework model for Machine Operators. The research design uses mixed methods, which combines quantitative and qualitative methods and parallel convergent strategies in the mixing process data. These findings produce 14 Employability Skills framework, such as; 1) Basic skills: communication, listening 2) Personal Qualities: presence, teamwork, responsibility, honesty, flexibility, empathy. 3) Thinking Skills: creative, problem solving 4) Management: self-management, planning management 5) Systems and Technology: Understand the concept of work, and production flow systems. Overall, the industry are focusing on the basic skills as a primary obligation and personal quality for employability. Further thinking skills, management, and systems and technology will be developed in the workplace later.
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Shin, Sangwoo, Minjong Yoo, Jeongwoo Lee, and Honguk Woo. "SemTra: A Semantic Skill Translator for Cross-Domain Zero-Shot Policy Adaptation." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 13 (2024): 15000–15008. http://dx.doi.org/10.1609/aaai.v38i13.29421.
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This work explores the zero-shot adaptation capability of semantic skills, semantically interpretable experts' behavior patterns, in cross-domain settings, where a user input in interleaved multi-modal snippets can prompt a new long-horizon task for different domains. In these cross-domain settings, we present a semantic skill translator framework SemTra which utilizes a set of multi-modal models to extract skills from the snippets, and leverages the reasoning capabilities of a pretrained language model to adapt these extracted skills to the target domain. The framework employs a two-level hierarchy for adaptation: task adaptation and skill adaptation. During task adaptation, seq-to-seq translation by the language model transforms the extracted skills into a semantic skill sequence, which is tailored to fit the cross-domain contexts. Skill adaptation focuses on optimizing each semantic skill for the target domain context, through parametric instantiations that are facilitated by language prompting and contrastive learning-based context inferences. This hierarchical adaptation empowers the framework to not only infer a complex task specification in one-shot from the interleaved multi-modal snippets, but also adapt it to new domains with zero-shot learning abilities. We evaluate our framework with Meta-World, Franka Kitchen, RLBench, and CARLA environments. The results clarify the framework's superiority in performing long-horizon tasks and adapting to different domains, showing its broad applicability in practical use cases, such as cognitive robots interpreting abstract instructions and autonomous vehicles operating under varied configurations.
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Mendiola, Rezzeline. "Knowledge and skills framework varies widely." Nursing Standard 21, no. 28 (2007): 33. http://dx.doi.org/10.7748/ns.21.28.33.s46.
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Farmer, Thomas W., Ruth Pearl, and Richard M. Van Acker. "Expanding the Social Skills Deficit Framework." Journal of Special Education 30, no. 3 (1996): 232–56. http://dx.doi.org/10.1177/002246699603000302.
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Ebeling, S. "Developing a clinical skills competency framework." BMJ Supportive & Palliative Care 1, no. 2 (2011): 220. http://dx.doi.org/10.1136/bmjspcare-2011-000105.47.
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Taraporewalla, Kersi, André van Zundert, Marcus O. Watson, and Ian Renshaw. "The Ecological-Dynamics Framework for Medical Skills." Healthcare 11, no. 1 (2022): 38. http://dx.doi.org/10.3390/healthcare11010038.
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Physicians are required to move and manipulate equipment to achieve motor tasks such as surgical operations, endotracheal intubations, and intravenous cannulation. Understanding how movements are generated allows for the analysis of performance, skill development, and methods of teaching. Ecological-Dynamics (ECD) is a theoretical framework successfully utilized in sports to explain goal-directed actions and guide coaching and performance analysis via a Constraint-Led Approach (CLA). Its principles have been adopted by other domains including learning music and mathematics. Healthcare is yet to utilize ECD for analyzing and teaching practical skills. This article presents ECD theory and considers it as the approach to understand skilled behavior and developing training in medical skills.
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Bibi, Nazia, Zeeshan Anwar, and Tauseef Rana. "Expertise based skills management system to support resource allocation." PLOS ONE 16, no. 8 (2021): e0255928. http://dx.doi.org/10.1371/journal.pone.0255928.
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Skills Management is an essential concept of human resource management in which a skill inventory may be created for each employee and managers can assign tasks to workers based on worker’s abilities. This concept is not fully practiced for two reasons: i) employee’s skills are not effectively evaluated and documented, ii) tool support is deficient to manage this complex task. Ineffective skill management of an organization fizzle tasks assigned to the incompetent employees and this may lead to project failure. To fill up this gap, a survey is conducted across various software organizations to find out the best practices for the skill management and to gather requirements for skills management framework. Based on survey findings, a mathematical framework is proposed that calculates the soft and hard skills of employees automatically based on time and achievements as skill increases or decreases over time. In this framework, the Skills Calculation Engine (SCE) is developed for the managers to enhance the capacity of appropriate decisions making in assigning tasks to the rightly skilled workers. This framework is also useful for organizations as it can increase profitability as tasks are assigned to the most appropriate employees. The SCE is implemented as a Windows-based application to calculate skills, store skills in skills inventory, and assign tasks based on an employee’s skills. The skills management tool is evaluated in a facilitated workshop; furthermore, a feature-wise comparison of the tool is also made with existing tools.
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Strong, Robert, Kim Dooley, Theresa Murphrey, Jen Strong, Chanda Elbert, and Matt Baker. "The EVAL framework: Developing impact evaluation scholars." Advancements in Agricultural Development 2, no. 3 (2021): 1–13. http://dx.doi.org/10.37433/aad.v2i3.139.
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The complexities of food, agriculture, natural resources, and human sciences (FANH) programs and projects require faculty to write and secure funding in addition to mastering skills such as evaluation competencies that integrate abilities in quantitative and qualitative research methods and evaluation theory and practice. The EVAL Framework was developed to advance skill development among FANH graduates to include these competencies and increase the pipeline of students who have the essential skills needed to advance FANH initiatives and priorities. The EVAL Framework includes four primary constructs: (a) Evaluation, (b) Value, (c) Active and Experiential Learning, and (d) Leadership. The purpose of EVAL is to build relationships with untapped FANH fields to develop a pipeline for graduates to become evaluation leaders for advancing food and agricultural sciences. This experiential learning and development model focuses on foundational and enrichment experiences, through formal coursework, project-based learning, and contextually rich environments. Mentoring, individualized development plans, scholarly learning communities, collaboration, transferable skills, and career planning and guidance activities are integrated into the EVAL framework to enhance skill development among EVAL scholars.
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M., D. Pradeep, and L. Kalicharan M. "LIFE CENTRIC SKILL ENRICHMENT FRAMEWORK - AN EFFECTIVE PEDAGOGY FOR EMPOWERMENT." International Journal of Computational Research and Development 1, no. 1 (2016): 40–46. https://doi.org/10.5281/zenodo.159771.
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India estimates to reach 1.31 billion in terms of population by the end of 2016. The Educational system in the highly populated countries like India should be gender sensitive which impart knowledge along with dissemination of skills to empower the marginalized sections of the society. By facilitating contribution from the marginalized folk, the country can move further towards prosperity in near future. The dissemination of knowledge and building competency for the common good are the two faces of empowerment. Life centric skill enrichment framework is an effective model named ‘Pradeep’s Model of Life Centric Skill Enrichment’ developed by Prof. Pradeep M.D. highlighting various Life Skills needed for the people to face challenges in her life span. Every person should continuously grow and develop in their life to be self sufficient in the society. Empowerment of people through skill enrichment can reduce their miseries to a great extent. This model is framed as per the life expectancy of men estimated at the age of 64 years and for women at the age of 69.6 years as fixed by the Union Ministry of Health and Family Welfare in India during 2015. This framework considers four phases for the skill development in human life span. Firstly, Early Adulthood(until 12 years) a Reception stage for the Basic Skills, Secondly, Adolescence (12-18 years) a Stage of Analysis for the Advanced skills, thirdly, Adult & Middle Age (18-60 years) a Practice stage for Projective Skills and lastly, Old age (Later 60 years to death) a Projection stage for Self sustaining skills. This model can be adopted as a value addition to the formal education system of the country to build competency which can empower people further.
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Shaffie, Fuziah, Ruzlan Md-Ali, and Fahainis Mohd Yusof. "Towards Soft Skills Framework for Social Work Educators." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1091–96. http://dx.doi.org/10.32861/jssr.spi6.1091.1096.
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Social workers must be competence with their helping skills and need to be guided to acquire relevant soft skills. Hence, Social Work students need to have significant role models that they can look up to in order to become professionally and socially competent. Within the formal Social Work Education at the higher institutions, they can actually learn much from their lecturers or educators as their role models. This paper discusses conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators. In an exploratory study recently carried out, a Social Work expert was asked to describe the experiences of and viewpoints on, soft skills as part of the professional socialization of Social Work educators to become professionally and socially competent. It is important to raise awareness of soft skills competencies among Malaysian Social Work educators to help them in assessing themselves, and identify where and how they could actively improve themselves as educators within the context of their workplace. Embedding the soft skills competencies into their career as social workers is assumed as one of the effective and efficient method of achieving both professional and social competence. The propose soft skills, perhaps, provide early ideas and initiatives towards the construction of a ‘soft skill-framework for Social Work educators’, which can serve as guideline when facilitating and guiding future qualified social workers in Malaysia.
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Khadir, Yasmina, Hendrik Jan De Weerd, and Pascale Peters. "Shaping the Knowledge Worker Through a T-shaped Skills Profile Framework." European Conference on Knowledge Management 25, no. 1 (2024): 182–89. http://dx.doi.org/10.34190/eckm.25.1.2461.
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The paper revisits the concept of knowledge workers using the lens of a T-shaped skills profile. This framework combines breadth and depth of a worker’s knowledge with their skill durability. The T-shaped skill profile represents an individual who combines deep expertise in a field (the vertical bar of the T) with a broad understanding across multiple disciplines (the horizontal bar). This metaphor emphasizes the balance between specialized knowledge and not specialized one. To enhance this approach, a time dimension accounting for the perishability of skills, is integrated. Indeed, the unprecedented changes the last Covid-19 pandemic have brought about in work habits and culture seem to forecast the working habits of the future. Changes, such as a less work-centric behavior and higher flexibility demands, necessitate a better understanding these knowledge workers. 10 interviews have been conducted with knowledge workers from various organizations and sectors. Results show an original inverted pyramid T-shaped skills profile featuring a time dimension following this pattern: (i) Contextual level – Semi durable skills and knowledge; (ii) Foundational level – durable skills and knowledge; (iii) Specialist level – Perishable skills and knowledge. New insights on the nature of these knowledge workers are also provided. This paper contributes to theory by bridging two interesting concepts: the traditional eclectic approach to knowledge workers and the T-shaped skill profile. This research provides valuable insights to managers, supporting the development of effective policies and structures to retain and motivate these specialized employees.
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Furukawa, Koichi, Toshiki Masuda, and Ikuo Kobayashi. "Abductive Reasoning as an Integrating Framework in Skill Acquisition." Journal of Advanced Computational Intelligence and Intelligent Informatics 15, no. 8 (2011): 954–61. http://dx.doi.org/10.20965/jaciii.2011.p0954.
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Skill acquisition includes many issues, such as finding explanations for skillful performance, finding missing links in skill explanations, diagnosing performance malfunctions, identifying the role of “surprising facts” in skill discovery, and accommodating new skills. Interestingly, most of these issues are treated appropriately in an abductive reasoning framework. In this article, we focus on the skill of cello playing. A cellistmay find musical passages not playable using previously acquired methods alone. In such a case, we must invent a new skill, which we call an abduced skill. A simple case of skill abduction can be realized by adding a factual hypothesis, whereas in some cases we need rule abduction. In acquiring new skills, an instructor’s suggestion may improve a learner’s skill. This indicates the importance of such suggestions, which are called “surprising facts” in abduction. We point out the importance of surprising facts by showing two examples of dramatic improvement.
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Lin, Hsien-I., and C. S. George Lee. "Neuro-fuzzy-based skill learning for robots." Robotica 30, no. 6 (2011): 1013–27. http://dx.doi.org/10.1017/s026357471100124x.
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SUMMARYEndowing robots with the ability of skill learning enables them to be versatile and skillful in performing various tasks. This paper proposes a neuro-fuzzy-based, self-organizing skill-learning framework, which differs from previous work in its capability of decomposing a skill by self-categorizing it into significant stimulus-response units (SRU, a fundamental unit of our skill representation), and self-organizing learned skills into a new skill. The proposed neuro-fuzzy-based, self-organizing skill-learning framework can be realized by skill decomposition and skill synthesis. Skill decomposition aims at representing a skill and acquiring it by SRUs, and is implemented by stages with a five-layer neuro-fuzzy network with supervised learning, resolution control, and reinforcement learning to enable robots to identify a sufficient number of significant SRUs for accomplishing a given task without extraneous actions. Skill synthesis aims at organizing a new skill by sequentially planning learned skills composed of SRUs, and is realized by stages, which establish common SRUs between two similar skills and self-organize a new skill from these common SRUs and additional new SRUs by reinforcement learning. Computer simulations and experiments with a Pioneer 3-DX mobile robot were conducted to validate the self-organizing capability of the proposed skill-learning framework in identifying significant SRUs from task examples and in common SRUs between similar skills and learning new skills from learned skills.
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Horn, Britton. "A Skill-Based Framework for the Generation and Presentation of Educational Videogame Content." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 1 (2021): 292–94. http://dx.doi.org/10.1609/aiide.v13i1.12917.
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We regularly encounter complex activities consisting of basic skills— both conscious and subconscious. Adequately performing these complex activities involves mastering the individual basic skills and having the ability to seamlessly integrate them together. Games are one such example of a complex activity that is difficult to break down into the basic skills required, but engagement in games relies on designers introducing challenges proportionate to a player's skill. Procedurally generated levels cause additional problems since it is hard to estimate level difficulty for a particular player. This proposal suggests a framework for determining the skills necessary to successfully complete a game, creating AI-based bots with those skills to reflect players with the same skills, and identifying and generating optimal orderings of levels to promote learning each skill of a game. The proposed framework will be implemented in three citizen science games—Paradox, Foldit, and Nanocrafter — and one computer science educational game called GrACE.
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Burkard, Anne, Henning Franzen, David Löwenstein, Donata Romizi, and Annett Wienmeister. "Argumentative Skills." Journal of Didactics of Philosophy 5, no. 2 (2021): 72–100. http://dx.doi.org/10.46586/jdph.2021.9599.
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In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant concepts and skills to students early on in their school career. The focus is on secondary schools, but the proposal can also be of use for learning and teaching in universities, especially in introductory classes.
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Neni Nuryani, Jujun Ratnasari, and Sistiana Windyariani. "Profile of Research Skills in the Integrated Guided Inquiry Model Research Skill Development (RSD) Framework." Quagga: Jurnal Pendidikan dan Biologi 16, no. 2 (2024): 102–7. http://dx.doi.org/10.25134/quagga.v16i2.64.
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Research skills are one of the skills that exist in educational goals, research skills must be possessed to be able to face the 21st century. Research skills of students in Indonesia are still in the low category, this is evidenced by research that has been conducted by previous researchers with an average score -average 68.5 out of 100 points. This study aims to determine the research skill profile of students in one of the MAN schools in Sukabumi City. This study used a descriptive method, the subjects in this study were class XI students, totaling 22 students, determined by a sampling technique, namely purposive sampling. The instruments used were an attitude scale for research skills, and a Research Skill Development (RSD) assessment rubric. The results showed that students' research skill profiles were in the good category with an average score on the attitude scale of 83 ± 6.2% and on the practicum report 71 ± 8.5%. Therefore, it can be seen that the research skills profile of students using the guided inquiry learning model integrated with the Research Skill Development (RSD) Framework in this study is in the good category.
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Issah, Mohammed Seini, Akosua Tachie-Menson, and Essel Harry Barton. "Teacher Practical and Pedagogical Skills Acquisition (TPPSA) Framework For Skills Acquisition In Leatherwork." Indonesian Journal of Education and Social Sciences 4, no. 1 (2025): 140–51. https://doi.org/10.56916/ijess.v4i1.981.
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This paper presents a framework for the instruction of Leatherwork and practical programs aimed at skills acquisition. The development of the pedagogical framework was inspired by observations of teaching and learning in Leatherwork, as well as a series of interviews conducted at the Department of Art and Design Innovation at Tamale Technical University. Additionally, the framework draws from various models, including Technological Pedagogical Content Knowledge TPACK developed by Koehler and Mishra (2009), the Successive Approximation Model (SAM) model, and the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model as proposed by Molenda and Pershing (2003), along with the Ghana National Teachers Guide (2017) in conjunction with established teachers' standards. The pedagogical framework is designated TPPSA. The development of the Teacher Practical and Pedagogical Skills Acquisition (TPPSA) framework is essential for the effective teaching of both content and practical knowledge in technical universities. This structured framework is designed to facilitate skills acquisition among technical university students. This paper commences with a brief introduction to leatherwork as a practical program within Ghanaian technical universities, thereby situating the pedagogical framework within the context of leatherwork. Additionally, it addresses the challenges associated with the teaching and learning of practical courses in technical universities, which underscore the necessity for the development of the TPPSA pedagogical framework. The TPPSA framework for skills acquisition is articulated in detail as a complex interaction among three domains of knowledge: teacher philosophy, pedagogical strategies, and practical skills. The interplay of these domains, both theoretically and in practice, engenders the flexible knowledge required to effectively cultivate content knowledge and practical skills among students in technical universities.
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Iqbal, Asif, and Muhammad Salman. "Digital Information Literacy Skills for University Librarians in Pakistan: A Proposed Framework." Regional Tribune 1, no. 1 (2022): 54–62. http://dx.doi.org/10.63062/trt/2k22a.15710.
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This study aims to establish a comprehensive Digital Information Literacy (DIL) skills model tailored for librarians across diverse Pakistani universities. Employing content analysis, the research conducted a literature review to identify contextually relevant DIL skill statements. An expert panel evaluated a draft list of DIL skills, informing the development of a research questionnaire using a Likert scale. Chief librarians from various universities constituted the study population. Out of 160 distributed questionnaires, 132 were returned and analyzed using ANOVA. The study resulted in a DIL skill model comprising fifty-six validated and ranked skill statements, categorized into five groups: Use of Personal System (PC), Digital Tools Utilization, Ability in Digital Services, Skills in Technology Applications, and Digital Innovative Technologies. The study recommends integrating these DIL skill contents into the LIS curriculum and encourages librarians in university settings to adopt the model to enhance their proficiency in digital information literacy.
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Asif, Iqbal, and Salman Muhammad. "Digital Information Literacy Skills for University Librarians in Pakistan: A Proposed Framework." Regional Tribune 1, no. 1 (2022): 54–62. https://doi.org/10.63062/trt/2k22a.15710.
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This study aims to establish a comprehensive Digital Information Literacy (DIL) skills model tailored for librarians across diverse Pakistani universities. Employing content analysis, the research conducted a literature review to identify contextually relevant DIL skill statements. An expert panel evaluated a draft list of DIL skills, informing the development of a research questionnaire using a Likert scale. Chief librarians from various universities constituted the study population. Out of 160 distributed questionnaires, 132 were returned and analyzed using ANOVA. The study resulted in a DIL skill model comprising fifty-six validated and ranked skill statements, categorized into five groups: Use of Personal System (PC), Digital Tools Utilization, Ability in Digital Services, Skills in Technology Applications, and Digital Innovative Technologies. The study recommends integrating these DIL skill contents into the LIS curriculum and encourages librarians in university settings to adopt the model to enhance their proficiency in digital information literacy.
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Dalim, Siti Fairuz, Sharipah Ruzaina Syed Aris, Teoh Sian Hoon, et al. "Framework for Numeracy and Digital Skills Attributes in Higher Education." Research in Social Sciences and Technology 8, no. 3 (2023): 16–35. http://dx.doi.org/10.46303/ressat.2023.18.
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Numeracy and digital skills are among the most crucial skills that any graduate should possess before entering the workforce, regardless of their field of study. Therefore, both skills should not be treated as an “add on” skill but viewed as essential graduate attributes needing to be purposefully incorporated into the curriculum instead of mere chance. By understanding the learners’ numeracy and digital skills abilities, educators can create suitable learning outcomes, activities, and assessments, enabling them to acquire the skills. The objective of this study is to create a framework for testing numeracy (NSI) and digital skills (DSI) using a cross-sectional design and quantitative methodology. The research entails generating a questionnaire, verifying it via a rigorous procedure of expert content validation, and focusing on sufficiency, clarity, coherence, and relevance. A pilot study involving 218 students from various disciplines was conducted to measure the reliability of the framework using Cronbach Alpha. Feedback from experts was then used to enhance the questionnaire, resulting in the finalisation of five components for the Digital Skills Instrument (DSI): information literacy, computer and technology literacy, digital communication and collaboration skills, digital identity and well-being, and digital ethics. Meanwhile, the five components of the Numeracy Skills Instrument (NSI) encompassed operation and calculation, graphical representation, quantitative reasoning and logical thinking, complex number (advanced concept), spatial visualisation and geometric reasoning. The results indicated a strong internal consistency across all components for both tools, with alpha values ranging from 0.847 to 0.958 for DSI and 0.916 to 0.964 for NSI. Corrected item-total correlations also depicted intercorrelation between items for both instruments. To sum up, the findings demonstrate that the DSI and NSI have high reliability and validity. Because both tools are reliable and valid for measuring digital and numeracy skills in the Malaysian context, they can be confidently used for future research.
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Ju, In-Joong, and Sang-Ho Kim. "Skills Framework for HRD in IT Industry." Journal of Information Management 36, no. 4 (2005): 117–36. http://dx.doi.org/10.1633/jim.2005.36.4.117.
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Lloyd, Marjorie. "Developing academic writing skills: the PROCESS framework." Nursing Standard 21, no. 40 (2007): 50–56. http://dx.doi.org/10.7748/ns2007.06.21.40.50.c4572.
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Lloyd, Marjorie. "Developing academic writing skills: the process framework." Nursing Standard 21, no. 40 (2007): 50–58. http://dx.doi.org/10.7748/ns.21.40.50.s55.
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Vivarelli, Marco. "Technology, Employment and Skills: An Interpretative Framework." Eurasian Business Review 3, no. 1 (2013): 66–89. http://dx.doi.org/10.14208/bf03353818.
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Cummings, Shelley. "Research and the knowledge and skills framework." Emergency Nurse 18, no. 2 (2010): 22–23. http://dx.doi.org/10.7748/en2010.05.18.2.22.c7755.
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Schofield, Lawrence, Chapa Sirithunge, Arsen Abdulali, and Fumiya Iida. "Multiple Musical Skills Framework for Robotic Musicianship." IOP Conference Series: Materials Science and Engineering 1321, no. 1 (2024): 012015. https://doi.org/10.1088/1757-899x/1321/1/012015.
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Abstract Why are musical robots distinguishable from humans? What makes them sound less ‘musical’ or ‘human’? The many variables and high complexity of music make it difficult to answer this question. This paper sets out to formalise the many tasks and skills a musical robot has to carry out, and lists areas of unsolved problems that require new research. A potential overall robot information structural flow is provided on how separately created modules can work together to create a coherent musical robot. This was accompanied by a method for grading the ability of musical robots to evaluate their performance. This study attempted to depict how robotic musicians might perform in the future.
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Turok, Ivan, and Peter Taylor. "A skills framework for regeneration and planning." Planning Practice and Research 21, no. 4 (2006): 497–509. http://dx.doi.org/10.1080/02697450601173462.
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Cho, Nam Jun, Sang Hyoung Lee, Jong Bok Kim, and Il Hong Suh. "Learning, Improving, and Generalizing Motor Skills for the Peg-in-Hole Tasks Based on Imitation Learning and Self-Learning." Applied Sciences 10, no. 8 (2020): 2719. http://dx.doi.org/10.3390/app10082719.
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We propose a framework based on imitation learning and self-learning to enable robots to learn, improve, and generalize motor skills. The peg-in-hole task is important in manufacturing assembly work. Two motor skills for the peg-in-hole task are targeted: “hole search” and “peg insertion”. The robots learn initial motor skills from human demonstrations and then improve and/or generalize them through reinforcement learning (RL). An initial motor skill is represented as a concatenation of the parameters of a hidden Markov model (HMM) and a dynamic movement primitive (DMP) to classify input signals and generate motion trajectories. Reactions are classified as familiar or unfamiliar (i.e., modeled or not modeled), and initial motor skills are improved to solve familiar reactions and generalized to solve unfamiliar reactions. The proposed framework includes processes, algorithms, and reward functions that can be used for various motor skill types. To evaluate our framework, the motor skills were performed using an actual robotic arm and two reward functions for RL. To verify the learning and improving/generalizing processes, we successfully applied our framework to different shapes of pegs and holes. Moreover, the execution time steps and path optimization of RL were evaluated experimentally.
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Arif, Muhammad, Sumaira Nazir, and Nargis Fatima. "Competencies of a Requirement Engineer -Systematic Literature Review Protocol." Pakistan Journal of Engineering and Technology 6, no. 1 (2023): 69–73. http://dx.doi.org/10.51846/vol6iss1pp69-73.
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Requirement Engineering (RE) is a core activity of software engineering that guarantees successful project delivery within time and budget. It needs to be considered with respect to the competencies and skills of RE to effectively execute the RE processes and individual sustainability of requirement engineers. Several skill and competency frameworks are proposed and remember in various fields, however there is no competency framework for software requirement engineers. In this research work a systematic literature review protocol is presented as an initial step to design the framework that constitutes the competencies required for RE. Focusing on the competencies and skills of a requirement engineer will help to effectively perform requirement engineering tasks that will eventually lead to the success of a project.
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Sharma, Meghna. "‘Skill India’ for Informal Workers: an integration through National Skills Qualifications Framework (NSQF)." Clarion- International Multidisciplinary Journal 6, no. 1 (2017): 92. http://dx.doi.org/10.5958/2277-937x.2017.00015.6.
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Sasson, Irit, and Yehudit Judy Dori. "A three-attribute transfer skills framework – part II: applying and assessing the model in science education." Chemistry Education Research and Practice 16, no. 1 (2015): 154–67. http://dx.doi.org/10.1039/c4rp00120f.
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In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper – Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper – Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper – Part I) and the research (this paper – Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.
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Ybarra, Oscar. "The skills that help employees adapt: Empirical validation of a four-category framework." PLOS ONE 18, no. 2 (2023): e0282074. http://dx.doi.org/10.1371/journal.pone.0282074.
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Globalization, technological advances, economic and geopolitical shocks, pandemics, and any number of novel or unanticipated events have one thing in common: they represent change and require dynamic responses and adaptation from organizations, teams, and individuals. A critical resource for individuals to be adaptive are broad skills relevant to varied organizational conditions. These adaptive skills have been discussed in diverse venues but rarely in the organizational literature. Also, most, if not all, of extant conceptual frameworks related to adaptive skills remain unvalidated. The purpose of this research was to organize these skills, define and situate them in the relevant organizational and psychological literatures, and empirically test a proposed four-category framework. The experimental results supported the C+MAC framework, as skills were better categorized in terms of their theoretically related category. Additionally, the four-category framework proved a better fit to the skills compared to an influential, alternative model. The findings’ implications are discussed, noting how an empirically validated framework can facilitate understanding of how individuals engage with organizational environments and organizations get their work done.
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Risyanto, Aris. "Life Skill Development Through Pencak Silat Activities in The Positive Youth Development Framework." TEGAR: Journal of Teaching Physical Education in Elementary School 7, no. 1 (2023): 1–6. http://dx.doi.org/10.17509/tegar.v6i2.62500.
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The purpose of this study was to examine life skill development through pencak silat activities in the positive youth development context. This study used experimental research method. The study population consisted of students participating in pencak silat courses at Subang University. The sampling technique used in this study was the purposive sampling technique, involving 20 students. In this study, the model used was the True Experimental Design. The research instrument used in this research was a life skills questionnaire with a Likert scale measurement. The analysis of this research employed IBM SPSS software version 25.0. Hypothesis testing used paired sample testing. The results of the analysis gained the value of sig (0.00) (0.05) for the experimental group and the value of sig (0.066) (0.05) for the control group. This study concludes that the integration of life skills in the experimental group had an impact on the development of life skills. In future research, we will further discuss life skill development so that we can see the most important life skill component for life skill development.
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Mkhonta, Portia P. "No One Right Approach; A Review of 21st Century Skills Pedagogy in Eswatini Curriculum." International Journal of Philosophy 3, no. 5 (2024): 1–20. http://dx.doi.org/10.47941/ijp.2376.
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Purpose: The 21st century skills curriculum is adjusted in different ways to meet each country’s education needs. This study is a review of how the 21st century skills curriculum is adapted in the Eswatini General Certificate of Secondary Education (EGCSE) curriculum. Its objectives were; to ascertain the vision of the 21st century skills curriculum as embraced by the EGCSE curriculum; to explore the interpretation of the 21st century skills pedagogy in the EGCSE curriculum and to examine other legal documents that embrace the notion of 21st century skills in Eswatini. Methodology: It adopted the systematic literature review methodology. Four (N=4) documents were analysed to determine 21st century skills. These are the P21 Framework, the IGCSE Consultative Document for 2005, the National Curriculum Framework for General Education and the Eswatini Education and Training Sector Policies (EETSP) for 2011 and 2018. Findings: The findings revealed that the 21st century curriculum philosophy is captured in the P21 framework and EGCSE curriculum in similar ways, as learner-centred and constructivist in design. The P21 Framework interprets the 21st century skills as; learning and innovation, information, media and technology skills and career skills. Contrary, EGCSE pool them together as; communication and language, numeracy, problem solving, technological awareness and applications, critical thinking, work and study, independent learning and working with others. Other legal documents that embraced the notion of 21st century skills were the Competency-based Curriculum Framework, the National Curriculum Framework for General Education and the Eswatini Education and Training Sector Policy for 2011 and 2018 within which there are two (2) sub-policies; Inclusive education, Education for All. Unique Contribution to Theory, Policy and Practice: Though put differently, the 21st century skills in both frameworks are similar; they empower learners with ways of thinking and working, tools for working and living in the world. Also, only summative assessment is captured, a few is said on formative. It is recommended that both frameworks be revised for more speculations on formative assessment strategies. For teachers to understand the EGCSE curriculum, they need to refer to the other documents or policies.
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Surono, Surono, and Tetty Ariyanto. "How Can Asean Improve the Skills Recognition Framework for Migrant Workers?" Asian Journal of Engineering, Social and Health 3, no. 7 (2024): 1512–28. http://dx.doi.org/10.46799/ajesh.v3i7.367.
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The ASEAN Skills Recognition Framework (SRF) aims to facilitate the recognition of skills and competencies acquired by migrant workers, enhancing their employability and integration into the labor market. This study employs a qualitative research approach using a Research and Development (R&D) method combined with a case study approach. The case study methodology is derived from ethnography, focusing on in-depth examination and contextual analysis of the SRF implementation in various ASEAN member states. This study evaluates the implementation of the SRF across ASEAN member states, identifies key challenges and opportunities, and proposes strategies for improvement. Significant progress has been made in aligning national qualification frameworks with the ASEAN Qualifications Reference Framework (AQRF), but challenges such as variability in recognition systems, limited awareness, and complex processes still hinder the framework's full potential. The proposed strategy for developing skills recognition services includes promoting ASEAN principles and protocols, developing TVET product standards, aligning the NQF with AQRF, and promoting the recognition of prior learning (RPL). The alignment strategy integrates the TVET Curriculum with Competency-Based Assessment (CBA), RPL certification, and the regional job market, ensuring seamless processes aligned with labor market needs. Recommendations include enhancing standardization, capacity building, improving transparency, promoting awareness, engaging governments, fostering cooperation, and conducting continuous evaluations. Further research is needed to explore the long-term impacts of SRF and the role of technology in enhancing skills recognition.
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Nguyen Thanh, Thuy, Huong Vo Phan Thu, and Tuan Nguyen Van. "DEVELOPMENT OF CORE SKILLS ASSESSMENT FRAMEWORK FOR TECHNICAL STUDENTS." Journal of Science Educational Science 66, no. 5 (2021): 187–98. http://dx.doi.org/10.18173/2354-1075.2021-0247.
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Core skills are common, indispensable skills for anyone who wants to participate in learning and working in the twenty-first century. It is necessary to research and develop the core skills of engineering students to contribute to the improvement of the labor quality of the country. Research on the core skills of engineering students has not shown the specific skills of engineering students has not given a specific scale to evaluate those core skills. The core skills assessment framework is developed based on determining the structure and scale of skills. Based on the assessment framework, teachers can appropriately design the core skills development process for students. This article mainly focuses on research results that will be foundations for developing an assessment framework for the three core skills of engineering students including: technical communication skills, creative problem-solving skills, and technical system thinking skills. These are essential skills that are closely coordinated with the specialized skills of engineering students.
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Cabero-Almenara, Julio, Juan Jesús Gutiérrez-Castillo, Antonio Palacios-Rodríguez, and Julio Barroso-Osuna. "Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment." Texto Livre: Linguagem e Tecnologia 14, no. 1 (2021): e25740. http://dx.doi.org/10.35699/1983-3652.2021.25740.
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Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compare and evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carry out a theoretical reflection on said frameworks and a subsequent Delphi study with the coefficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC ≥ 0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented.