Clinical training in medical schools in Spain is performed by rotations in university hospitals. During these internships, students are expected to acquire and master basic procedural skills. However, the assessment tools available rarely check whether these skills are completely acquired by the students. We have used an e-portfolio to determine the optimal number of times the students need to repeat a procedure to be able to perform it independently. The results were compared with the actual performance during the internships. An e-portfolio collected qualitative information about the internships. Quantitative information was also requested about the number of times each clinical skill was performed. Later, a survey asked these students and their teachers the optimal number of times each skill should be repeated before it could be considered fully acquired. The questionnaire was answered by 98.6% of the students and 70.3% of their teachers. Out of the 21 clinical skills and procedures selected, both students and their tutors agreed in a similar optimal value in 16 of them; only in five of them, teachers thought that students needed a greater number of times than that selected by the students. When these optimal values were compared with the actual values recorded in the portfolio during the internships, it was found that about half of the clinical skills were carried out less frequently than expected, thus providing an important feedback about the internships. Quantitative information collected in portfolios reveals a moderate mismatch between students and tutors perceptions of their training needs.

The purpose of this paper is to examine if there are links between interpersonal trust and competences, relations and cooperation in Polish telecom companies. It examines what factors affect trust in coworkers and managers in sustainable organizations. The paper surveys a sample of 175 employees of telecom companies in Poland by means of a questionnaire. The results indicate that the competences, relations and cooperation are related to interpersonal trust. Regression analysis showed that the competences and relations predict a significant variance in trust amongst coworkers. Additionally, cooperation contributes to prediction of trust in mangers. Given the importance of trust in sustainable organizations, a better comprehension of what factors are related to team confidence provides valuable information for stakeholders. The results provide valuable clues how to improve interpersonal trust in sustainable organizations.

The conditions for safe Internet access and the development of skills enabling full participation in online environments are recognized in the Council of Europe’s strategy for child rights, from 2022. The guarantee of this right has implications for experiences inside and outside the school context. Therefore, this article aims to compare the perceptions of students from different educational levels, who participated in a digital storytelling workshop, regarding online safety, searching habits, and digital competences. Data were collected through a questionnaire survey completed by 84 Portuguese students from elementary and secondary schools. A non-parametric multivariate analysis of variance was used to identify differences as children advance across educational stages. The results revealed that secondary students tend to spend more time online, and demonstrated more advanced search skills. Interestingly, the youngest children exhibited higher competences in creating games and practicing safety measures regarding online postings. These findings emphasize the importance of schools, in a joint action with the educational community, including parents, teachers and students, developing a coordinated and vertically integrated approach to digital education that considers the children's current knowledge, attitudes, and skills as a starting point for pedagogical intervention.

On 11 March 2020, the COVID-19 emergency was declared and a large number of patients were admitted to the ICUs. Consequently, ICUs had to recruit nurses from other units as well as Nursing students without working experience in critical patients care. Since Critical nursing competence is crucial to avoid medical errors, the aim of this study was, to describe the level of safety and nursing competence in critical patient care of recruited nurses and students, during the COVID-19 pandemic in ICUs. A cross-sectional descriptive study of 66 participants using the validated competency assessment questionnaire for nurses in hospital care (COM-VA©) was performed. Our results showed that the level of safety perceived in critical patients care by the students on placement in ICUs and mentors scored higher than the rest of the participants. Interestingly, whereas the participant’s COM-VA© score indicated a level of competence good enough to work autonomously, the supervisor/mentor’s COM-VA© evaluation showed that only the group of students on placement obtained this level of competency. Altogether, we found that students on placement in ICU possesses a higher level of safety and COM-VA© scores than the rest of participants probably due to the close support of the mentor.

Digital transformation can become a complex process when workers have insufficient skills, which makes training in the digital field essential. Herein, we intended to relate digital literacy perceived by workers with their training needs for the Portuguese public sector context. Additionally, based in the Human capital theory, we also investigate which professional/demographic characteristics increase training propensity in digital fields. Through an online questionnaire, a dataset with information on 573 workers was obtained. Data analysis was made by using a probabilistic regression model and additional statistical techniques. The results revealed that workers with higher levels of education and higher professional skills have higher probability of participating in training in the digital field. On average, workers reveal low levels of digital knowledge and low participation in training in the digital fields, but the majority present a willingness to participate in future training sessions, especially in the fields of Dataset management, Cybersecurity and Communication systems. This study provides information on training in the digital field of workers in the public sector, which is essential for public organizations to better prepare for digital transformation. Additionally, it contributes to a very recent literature on digital learning, and it can be extended to other contexts.

Today, concepts such as Emotional Education and Emotional Intelligence are recognized by many authors and researchers, emphasizing the importance of their development in all people, but especially in schools, specifically in teachers or educators and children. However, we still find many shortcomings within the schools that are needed to continue working. The aim of this study is to investigate the presence of emotional intelligence and empathy in teachers, through a sample of 42 participants. The research was conducted based on two validated and highly reliable assessment tools, called TMMS-24 and TECA. The results of the TMMS-24 indicate that a large percentage of participants have an adequate score of emotional intelligence. The results of the TECA indicate that most of the participants are in the middle, high or extremely high scores in relation to the level of empathy.

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

The aim of study was to assess empirical model of factors determining the attitude towards learning communicative competences among nurses participating in the program of speciality training courses. A research by method a cross-sectional study. A representative group of the 1,010 Polish registered nurses that took part in the postgraduate education course answered self-report survey (three instruments: NEO-PI-R questionnaire, Communication Skills Attitude Scale (CSAS) and Empathy Understanding Questionnaire of other people (KRE II)) between beginning of March to the end of May 2018, which was evaluated using path analysis. The research results conducted confirmed the soundness of the created theoretical model (χ2 = 0.278, P = 0.598, RMSEA <0.05). It was proved that learning communicative competences in nurses is determined with factors such as professional experience, emphatic tendencies and the intensity of agreeableness, whereby these factors are bound with each other creating a homogeneous network. The developed model demonstrated that the skills can be shaped most effectively on an individual attitude based on positive mentoring in work environment..

The paradigm that assumes the autonomous management of universities involves them in the redefinition of their policies and processes and the training of their staff, designing new formulas that allow them to adapt to a changing environment. In this context, research and sustainable universities can link with society to solve its problems and influence a responsible and sustainable development. Through a Delphi panel, importance to acquire and improve project management (PM) competences by teaching and research staff (TRS) into innovating education and research projects is measured, from the standard of individual competences (ICB4) of the International Project Management Association (IPMA). Also, internal data sources from the flexible structures of two Spanish universities (the University of Cadiz (UCA) and the Technical University of Madrid (UPM)), are investigated, in order to analyze how they are organized. Thanks to the study of cases, an increasing tendency to work by projects is observed, empowering teams, managing properly stakeholders and facilitating their functions towards society. Likewise, after two rounds of experts’ consultation, consensus is reached with an acceptable and stable level of responses, resulting in confirmation that there is alignment between IPMA competences and TRS’ needs for sustained success in education and research, contributing to universities’ development, improvement and sustainability.

The global issues of overweight and sedentary lifestyles demand comprehensive responses from health systems, yet health education still needs to be more cohesive and less sporadic. This study focuses on primary school children as a specific target for instilling healthy habits, employing ac-tive learning strategies to address healthy diet and physical activity. Through Problem-Based Learning projects, the study engaged fourth-grade primary students in acquiring healthy habits. The study was carried out over four consecutive years at a school with two lines, allowing the employment of an opportunity sample and evaluating intervention and control groups by com-paring their corresponding scores. Control groups integrated a total of 54 students, while the in-tervention group included a total of 159 students. A pre-test and post-test questionnaire were used for data collection. Evaluation differential scores revealed statistically significant higher scores in the intervention groups: 3.62 points in control groups and 6,94 in intervention groups, particu-larly in attitudinal competences. These strategies not only facilitated the development of crucial skills such as information search, synthesis, representation, analysis, decision-making, teamwork, and intrapersonal awareness but also significantly broadened the knowledge acquired in aspects related to healthy habits. This approach proved effective in helping children comprehend the im-portance of healthy choices and encouraged integrating such habits into their daily lives.

Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on living-lab methodology, helped preservice preschool teachers, attending a course on sustainability issues, develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection, based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they, benefited from this project. They further analyzed through a group interview, how the Living Lab methodology raised their professional confidence and self-efficacy, and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability, and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration..

This study aimed at investigating the quality statuses of graduates’ sustainable core competences development and the causes behind the identified competence statuses by applying the core competencies’ model. The study employed case study design with thematic analysis involving seven interviewees. This study used tracer study findings and national exit exam results as exhibits. The study revealed “very good” and “excellent” quality statuses for the graduates’ core competence development of College of medicine and Health Sciences (CMHS). Similarly, this study identified “Good +” statuses for the quality of graduates’ core competence development in College of Agriculture and Environmental Sciences ( CAES) and College of Science (CS). Furthermore, the study identified "good" - and +” statuses for the quality of graduates’ competence development at the Faculty of Social Sciences (FSS) and Faculty of Humanities (FH). Improved instruction with a balance of theory and practice, task-oriented deans’ leadership behavior with fairness and shared vision- mission identity, handling internal conflicts, and external ethnic-based war influences were the major reasons for the identified higher competence quality statuses in CMHS, CAES, and CS, whereas the opposite direction decline of these factors were the causes for the low statuses of FSS and FH. Sustainable graduates’ core competence development leads to sustainable employability, labor force, and individual to nation-wide holistic sustainable development