Soft skills assessment and enhancement

Giacomazzi, Mauro

doi:10.52398/gjsd.2022.v2.i1.pp5-8

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…Teaching critical thinking in the Ugandan context might be even more challenging when classroom instruction reflects a dominative pattern wherein the teacher does most of the talking, explaining, and directing with little or no learner involvement (Mitana et al, 2021). This raises questions about the appropriateness of the current forms of teacher education and continuous professional development for teachers, lecturers, and educators (Giacomazzi, 2022). Reforms that envision upgrades to curricula without proper support for teachers and for the whole system will likely have little impact on the classroom environment and on students (Schendel, 2015).…”

Section: Teaching Critical Thinking In Sub-saharan Africamentioning

confidence: 99%

Transforming Teachers’ Instructional Design for Enhancing Critical Thinking in Ugandan Schools

Giacomazzi¹,

Serwanga²,

Atuheire³

2023

GJSD

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The needs of our society are quickly evolving and soft or transferable skills are key to lifelong learning and the creation of an adaptable and resilient workforce. There is an ever-growing demand for individuals who can process data, evaluate concepts, and develop arguments; the development of critical thinking skills is crucial. This study shows the effectiveness of a professional development model that aimed at improving teachers’ instructional design skills for nurturing critical thinking in the classroom. The study adopted a quantitative research approach in order to identify and assess the transformation in teachers’ pedagogical practices while developing lesson plans designed to elicit and nurture critical thinking among their learners. This study focused on a sample of 16 teachers at a secondary school in Central Uganda. The researcher purposefully selected the teachers, who specialised in three different subjects: English (5), mathematics (5), and history (6). The teachers who participated in the study were on average 32 years old and had 8 years of teaching experience. To evaluate the effectiveness of the lesson plans that the participants designed, the researcher developed a contextualised rubric that was then validated by experts to assess the teachers’ improvements in designing lessons for critical thinking enhancement. The findings confirmed that after the training intervention, the teachers showed a greater ability to differentiate between cognitive process and mere rote learning, helping them to elicit critical thinking in their students. At the end of the process, the lesson plans designed were clearer and more coherent, incorporating activities that could improve the learners’ critical-thinking skills. This study provides an important contribution in terms of how to promote contextually appropriate and innovative pedagogical strategies.

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Section: Teaching Critical Thinking In Sub-saharan Africamentioning

confidence: 99%

Transforming Teachers’ Instructional Design for Enhancing Critical Thinking in Ugandan Schools

Giacomazzi¹,

Serwanga²,

Atuheire³

2023

GJSD

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“…Menerapkan forum diskusi, proyek kolaboratif, dan elemen interaktif lainnya dapat berperan penting dalam menumbuhkan keterampilan berpikir kritis (Giacomazzi et al, 2023).…”

Section: Pembahasanunclassified

Pengaruh Penggunaan Platform Pembelajaran Online dan Intensitas Interaksi terhadap Keterampilan Berpikir Kritis Mahasiswa di Jawa Barat

Judijanto,

Yulianti,

Mardikawati

et al. 2023

JPDWS

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Penelitian ini menyelidiki dampak dari platform pembelajaran online dan intensitas interaksi terhadap kemampuan berpikir kritis siswa di Jawa Barat, Indonesia. Sampel yang terdiri dari 245 peserta dari berbagai disiplin ilmu memberikan wawasan melalui kuesioner terstruktur. Statistik deskriptif mengungkap lanskap pembelajaran online yang dinamis, dengan keterlibatan yang tinggi, preferensi yang beragam, dan persepsi positif terhadap efektivitas. Keterampilan berpikir kritis, yang dinilai melalui instrumen terstandardisasi, menunjukkan skor rata-rata 75,6, yang menunjukkan tingkat yang baik dalam sampel. Analisis inferensial, yang meliputi korelasi dan regresi, mengungkapkan hubungan positif yang signifikan antara penggunaan platform pembelajaran online, intensitas interaksi, dan keterampilan berpikir kritis. Temuan ini menggarisbawahi dampak kumulatif dan sinergis dari desain pembelajaran online yang efektif dan strategi interaksi terhadap perkembangan kognitif. Para pendidik, pembuat kebijakan, dan peneliti dapat memanfaatkan wawasan ini untuk meningkatkan kualitas pendidikan daring, menumbuhkan keterampilan berpikir kritis di kalangan siswa di Jawa Barat dan sekitarnya.

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“…As a key component of intercultural competence, intercultural sensitivity plays a crucial role in fostering a respectful and inclusive workplace environment, highlighting its role as an important soft skill (Giacomazzi, 2022;Hayles, 2014;Kaličanin & Trenčić, 2023). Developing their intercultural sensitivity for young professionals can make them more attractive to potential employers and equip them with the ability to succeed in diverse settings (Jones, 2013;Vu, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Time Spent Abroad and Intercultural Sensitivity

Toptsi,

Hajeer

2023

GJSD

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In today’s globalised business landscape, characterised by a proliferation of multinational corporations employing culturally diverse workforces, intercultural sensitivity is important in facilitating collaboration. Regarding higher education, it has been found that intercultural sensitivity can be increased through time spent abroad, although the results have been shown to vary depending on the specific context. As the impact of time spent abroad on intercultural sensitivity has yet to be examined in the Hungarian context, this study aimed to investigate whether there were significant differences in various components of intercultural sensitivity between Hungarian business students who had spent varying periods abroad. A total of 270 Hungarian business students from a leading Hungarian business university, aged 18-26, completed the Intercultural Sensitivity Scale (ISS). The focus was on intercultural sensitivity levels between students who had spent less than one month abroad and those who had spent more than one month abroad. The findings indicated that students who spent more time abroad showed improved confidence in intercultural interactions; however, significant differences for other components of the ISS were not observed. Although the results are specific to the Hungarian or Central European context, the findings provide insight for institutions seeking to design effective exchange programs that promote intercultural competence among students, preparing them for success in the global business environment.

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Soft skills assessment and enhancement

Cited by 6 publications

References 16 publications

Transforming Teachers’ Instructional Design for Enhancing Critical Thinking in Ugandan Schools

Transforming Teachers’ Instructional Design for Enhancing Critical Thinking in Ugandan Schools

Pengaruh Penggunaan Platform Pembelajaran Online dan Intensitas Interaksi terhadap Keterampilan Berpikir Kritis Mahasiswa di Jawa Barat

The Relationship Between Time Spent Abroad and Intercultural Sensitivity

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