Formation of readiness of bachelor chemists for professional and pedagogic interaction with students in the context of digitalisation of education

Digitalisation of education contributes to higher requirements for pedagogue’s qualification, since not only digital competency becomes necessary, but also readiness to transform the teaching process and implement new approaches to the interaction with students using digital educational components. In this regard, there are difficulties in organising professional training for students non-pedagogues with the right to carry out professional activities in the field of education, due to the specifics of their training profile. The article presents the results of the study devoted to the problem of students' readiness formation for professional-pedagogic interaction with pupils in the educational process with digital components, on the example of undergraduate students of ‟Chemistry” training direction. The search for ways to solve the indicated problem is seen in the organisation of their psychological, pedagogic, and methodological support in the process of internships. Experimental work included the development and subsequent testing of the developed programme. Its generalised structure, stages of implementation and applied methods are given in the text of the article. Comparative and contrasting analysis of the data obtained in the process of experimental work allowed drawing conclusions about the effectiveness of the experimental work. Statistical analysis allowed establishing the reliability of the obtained data, indicating the positive dynamics of forming future bachelor chemists' readiness for professional-pedagogic interaction with pupils.

The Journey of Uplifting: First Ever Petroleum Development Oman Corporate Digital Competency Development Program

With capability training becoming ever important, our Pilot in-house developed and run program during COVID-19 delivered a comprehensive digital learning ecosystem which enabled participants to develop their digital skills and competencies. The digital learning journey empowered Petroleum Development Oman (PDO) staff to become ambassadors working in collaboration to enable their department digital plans. Building on international best practices, uplifting our engineers to become data scientists will drive direct business value in an efficient decentralized manner and cater for the ever-growing demand for digital transformation. As PDO embarks into the digital world, the program offered participants customized learning paths enabling them to utilize technology to optimize their daily operations, increase efficiency and effectiveness. Also the program enabled staff to get hands-on exposure to digital projects and what other companies in the sector add a practicing in the space of digital transformation. Hence, participants have built the required digital muscle and competencies to drive PDO digital agenda and bring value to the business. With the vision of promoting and pioneering our talent and organization as future ready, the program played a vital role in reshaping PDO's image in coping with the Volatile, Uncertain, Complex and Ambiguous (VOCA) working environment. The program started as a pilot project covering a specific number of PDO staff to build their digital competencies and experiment with various learning paths and tools. Also, the program focused on on-boarding their managers into the program to fully understand the added value of launching a 19 week program with diverse approaches to build their staff's skills. Moreover, one of the key goals of the pilot project is to test various mentorship and coaching approaches to ensure higher completion rates from all participants and cater for their technical challenges. As PDO working towards corporate digital strategy, the program is paving the way to build a robust training and competency framework, a task force capable of driving change and forward looking plans. With the successful results of the pilot, replication of the methodology and maturing the program is now being taken by PDO Information technology department to corporately build digital muscle within PDO value chain. As a result of participants' first pilot project and implementation posts evaluation assessment, the management endorsed the launch of cohort 2 for the program tackling a bigger number of staff and expanding the range of competencies to tackle in the areas of data science, machine learning and personal intelligence. One of the key learnings which was implemented in cohort 2, is building a comprehensive stakeholder map and alignment plans to ensure the right path of corporate scale beyond and benefit a bigger audience within the corporate. For example, multiple workshops and engagement sessions have been done with PDO Learning Academy and technical coaches in different departments to match the outcomes from cohort 2 and the aspiration of PDO building digital competency framework. In addition, PDO digital competency development program has aspired to build an ecosystem within the organization and in collaboration with external stakeholders like universities, e-learning platforms and technical partners to ensure sustainability of such initiatives and their scalability beyond PDO. The program sparked many conversations within the ecosystem to build collaborative teams and joint task force to investigate how we can build digital competencies for our staff and as well for startups to encourage growth from various aspects.

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

Learning management emphasizing desirable characteristics of students in Buddhist university

This paper aims to study the learning management emphasizing desirable characteristics (LMDC) of students in Buddhist university in Thailand based on documentary research methodology. The finding reveals that LMDC in Buddhist University is carried out according to the qualifications-framework including 1) ethical and moral development, 2) knowledge, 3) cognitive skills, 4) interpersonal skills and responsibility, 5) numerical analysis skills, communication and information technology skills, and 6) learning management science methodology (added in teaching profession curriculum) by integrating with digital competency and 9 characteristics.

The Challenges of Digital Competency Implementation Towards World-Class Bureaucracy

Industrial revolution 4.0 creates various improvements toward technology utilisation in every sector, offering efficiencies in every part of life. As a consequence, the government needs to respond to it in public service practices. Therefore, digital competency is mandatory for Indonesian civil servants. Due to the lack of civil servant's competency in technology usage and the bureaucratic environment, the Indonesian government sees this as a big challenge. Moreover, digital competency improvement must be carried out from both training and development in terms of competency development. Thus, using a qualitative descriptive method with a desk study review from various literature sources, such as books and news (printed and online), this paper offers an overview of the challenges and solutions in implementing digital competency in the public sector, both internally and externally. Internally, the technology utilisation solutions are focused on technology infrastructure improvement, strengthening civil servant's competencies, work habit transformation, and organisational relations. On the other hand, from the external side, the solution comes from the contract-based government employee’s (PPPK) recruitment and collaboration with the private sector, as often done by many government agencies. However, whatever solution is chosen, strengthening the usage of information technology in the public sector will always face challenges.

Measuring Digital Competence: An Exploratory Study Mapping Digital Competence Profiles of Sri Lankan English Language Teachers

The overall vision for 21st century learning has incorporated digitalisation as a key focus in teaching and learning practices. In Sri Lanka, however, despite major initiatives taken to improve digital competency of teachers, only minor improvement was noted. Using the DigCompEdu assessment tool, this study investigates to what extent Sri Lankan English language teachers are digitally competent. The results aim to inform national initiatives to facilitate the shift towards a bottom-up process, informed by actual realities based on skills and competences. The DigCompEdu 22-item quantitative survey was used to sample 40 English language teachers working within the public education system. Overall, the study finds that not even 50% of the sample is at one competency band. It is recommended that for substantial changes to occur, a more varied and individualised teacher-training is recommended, using the DigCompEdu as a diagnostic guide.