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Intercultural communicative competence (ICC) is the ability to interact and communicate appropriately with people from different cultures. The lack of ICC among non-native speakers has resulted in misunderstandings during interactions. Although Malaysia is a multicultural country, there has not been much emphasis in developing ICC in the curriculum. Students in higher education institutions have low levels of ICC. This is also true among students taking Mandarin as a Foreign Language (MFL) in Malaysian polytechnics. Virtual reality (VR) can engage students in the cognitive and affective domains. There is a potential for using VR to improve students’ ICC, particularly when students are engaged in producing their own immersive VR environments. Hence, a quasi-experimental research was designed to determine whether utilizing and developing VR environments related to Chinese culture could improve the level of ICC among students. The participants were 31 students enrolled in a MFL course at a polytechnic. The findings indicated a significant increase in the measures of ICC after the implementation and was verified from student feedback through surveys and interviews. VR has the potential for improving ICC levels as it could be used to develop positive attitudes towards another culture. Further studies could be done to investigate whether VR could be used to develop ICC and engage other Malaysian students. ICC is important and needed for cross-cultural collaborations and interactions to promote respect and compassion for other cultures in a community.

This study aimed to develop two scales to measure nursing students' clinical emotional intelligence (Clin-EI) and clinical competency (Clin-COM) and evaluate the effects of hybrid simulation on their clinical EI and competency. Hybrid clinical simulation training prepares learners for a complex and demanding clinical environment, facilitates practice readiness and develops a sense of emotional stability. Low emotional intelligence (EI) can compromise patient safety and quality of care. This study applied experimental research design and a randomized controlled trial was conducted. Two hundred and twelve nursing students were randomly selected, dividing them into group A (exposed to traditional clinical training) and group B (exposed to hybrid simulation along with traditional clinical training). Exploratory Factor Analysis results revealed a three-factor model for the Clin-EI tool and a one-factor model for Clin-COM. Internal consistency indicators by factor level of Clin-EI (⍺ = 0.86–0.95) and Clin-COM (⍺ = 0.98) indicate good to excellent. The acquired clinical EI, clinical competency and OSCE performance of group B were higher compared with group A with mean differences of −0.889, −0.887 and −7.08 respectively, p-values were all < .001. The factors effect sizes appeared negatively Clin-EI (-0.830), Clin-COM (-0.757) and OSCE (-0.606). All variables have strong significant correlations (p-values <0.001) within both groups. The combination of traditional clinical teaching and hybrid simulation has positively influenced the acquired EI, clinical competency and OSCE performance of nursing students. Developing a high level of clinical EI and competency ensures safe nursing practice. ●Hybrid simulation is a powerful clinical training strategy to improve EI and competency, ensuring practice readiness.●A combination of traditional clinical teaching and hybrid simulation positively influenced EI and clinical competency.●A high level of EI through hybrid simulation training facilitates clinical competency, ensuring safe nursing practice.

Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim of this research is to present a systematic review of the literature in the Web of Science and Scopus, to identify, analyze and classify the published articles between 2000 and 2021 on digital competences, and thus find and improve the research being done on digital skills and future avenues of teachers in the university context. The SciMAT software is used in the analysis. The initial search reveals more than 343 articles in English, of which 152 are duplicates and 135 are not related to the topic of study. After this filtering, 56 articles are obtained and analyzed in depth. The results reveal a predominance of research that focuses on analyzing teachers' self-assessment and reflection of their digital competencies. Teachers recognize that they have a low or medium–low digital competence, as well as the absence of certain competencies, especially those related to the evaluation of educational practice. Despite the multiple studies that address this issue, it is necessary to continue improving research in this area, deepening the assessment of teachers' digital competencies and design, on this basis, more practical and personalized training programs that respond to the needs of teachers in the digital era.

Digitalization and the transition toward Industry 4.0 in manufacturing involve changing organizational needs for skills and competences, which, in turn, necessitate strategies for digital competence management. Based on qualitative interviews in four manufacturing companies in Norway and Sweden, this study shows how the transition to digitalized production involves several key decisions regarding staffing strategies, job design, and competence development. Moreover, it illustrates how various contextual conditions influence these decisions. Recognizing these strategic choices as partly interdependent, two contrasting paths are presented: the enabling path vs. the pragmatic flexibility path. While institutional factors in Sweden and Norway mainly push toward the enabling path, company-specific factors push instead toward the pragmatic flexibility path.

Competency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks. We applied the Arksey and O’Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative. Among 5710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development. We observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

PurposeWith organic farming (OF) emerging as a pivotal and sustainable farm enterprise globally, its adoption – particularly through sustainable organic farming practices (SOFP) – underscores the crucial role played by the competencies of organic farmers. This study aims to conduct a comprehensive perceptual assessment of the competencies essential for SOFP in the unique agricultural landscape. The focus is on exploring the entrepreneurial, managerial, personal and technical competencies of farmers engaged in OF.Design/methodology/approachEmploying a sequential mixed-methods approach, this study began with a quantitative phase (structured questionnaire) and seamlessly transitioned into a qualitative phase (focus group interviews). A total of 513 usable responses were received in the quantitative phase, and data from seven focus group interviews (FGIs) were recorded in the qualitative phase. The respondents were registered organic farmers affiliated with various farmer producer organizations (FPOs) in the Kashmir Valley, India. Methodological triangulation was used to interpret the results.FindingsThrough perceptual analysis, the study systematically identified and assessed the competencies held by the organic farmers. The study uncovered that farmers in the Kashmir Valley demonstrate competencies across personal, entrepreneurial, managerial and technical domains. Despite an overall moderate competence level, technical and managerial competencies were perceived as low and are focal points for improvement.Research limitations/implicationsThe study sheds light on OF competencies in the Kashmir Valley, caution is warranted due to its regional focus. The reliance on self-reported data introduces potential bias in competency assessments. The sample, drawn from FPOs, can be a lacuna. The study’s static snapshot captures competencies at a specific time, limiting insights into potential temporal changes.Practical implicationsThe findings advocate for targeted competency development programs tailored to elevate varied competencies among farmers. Collaborative initiatives, market-oriented training and locally customized extension services are proposed to effectively address and bridge competence gaps. Policymakers are urged to consider incentivizing competency development and crafting integrated agricultural policies that comprehensively support competency enhancement.Originality/valueThis research contributes significantly to the existing theory and literature by advancing the understanding of competencies of organic farmers. It unveils perceptual assessment on four key competence dimensions that are very vital for SOFP and also explores the extent to which these competencies are evident. Furthermore, this study provides interventions for competence development for successful sustainable organic agri-ventures and entrepreneurial avenues.

Willingness to communicate (WTC) has been considered an important part of the language learning and communication process, playing a pivotal role in the development of language learners’ communicative competence. Many studies have been conducted on the relationship between WTC and related variables in learning English as a foreign language. However, there is a lack of a comprehensive meta-analysis concerning the effect sizes of these studies. Thus, the present meta-analysis investigated the overall average correlation between L2 WTC and three key variables influencing foreign/second language learners’ WTC, specifically perceived communicative competence, language anxiety, and motivation. The results of the meta-analysis indicated that all three variables were moderately correlated with L2 WTC, with perceived communicative competence having the largest effect. Finally, tests of the heterogeneity of the effect sizes indicated the possibility of the presence of the moderators which might play an influential role in the relationship of WTC with anxiety, perceived communicative competence, and motivation.

This article analyses competences 4.0 models created in the context of the concept of Industry 4.0. A literature review and bibliometric analyses were used to show the semantic shift of this concept over time. The results show that the 4.0 competences created in the context of Industry 4.0 assume that the skills they represent are needed in the labor market. Moreover, in most cases, analyses of competences 4.0 are carried out considering separate perspectives by researchers representing different scientific disciplines. Refining and fine-tuning a universal and detailed model of competences 4.0 is strongly recommended to bridge the gap between other scientific disciplines. Furthermore, this article presents competences 4.0 from a much broader perspective, including linguistic competences that stem from the wider domain of the ability to communicate within social competences. Linguistic competences are also interrelated with some aspects of cognitive competences. This approach makes this study completely novel and aims to present the most comprehensive and universal 4.0 model to date.

Many definitions and models of intercultural communicative competence (ICC) have emerged over the years, predominantly influenced by Euro-American perspectives. To explore this concept within diverse cultural contexts, this study delves into ICC in the Chinese setting using a qualitative approach. Byram’s ICC model served as the theoretical foundation, guiding the investigation into English as a foreign language (EFL) undergraduates’ experiences and perceptions regarding factors that influence intercultural communication, the qualities of effective intercultural communicators, and the challenges encountered in intercultural interactions. Data were collected through semi-structured interviews with 17 purposively selected undergraduates and analyzed using Nvivo 12. The findings revealed nine crucial factors for ICC: knowledge, attitude, language competence, awareness, skills, empathy, motivation, mindset, and personal traits. These factors align with the scholarly notion that ICC is typically categorized into cognitive, affective, and behavioral dimensions. The study supports Byram’s model in understanding ICC, and further reinforces the significant role of language competence in developing ICC within the Chinese context. The study provides a nuanced understanding of ICC by emphasizing mindset, influenced by traditional Chinese cultural values, as a distinctive factor in intercultural communication. The research enhances understanding of how these factors impact communication effectiveness and personal growth among Chinese students, offering insights for enhancing ICC education. Plain language summary Exploring How Chinese Students Develop Intercultural Communication Skills: A Qualitative Study Intercultural communication skills help people from different cultures understand each other better. Many studies on these skills are based on Western ideas, but this research looks at how Chinese university students experience and develop them. This study used interviews with 17 students to explore what influences their ability to communicate across cultures. The findings highlight nine key factors: knowledge, attitude, language skills, awareness, empathy, motivation, mindset, and personal traits. These factors shape how students think, feel, and behave in intercultural situations. The research supports an existing intercultural communication model and shows that strong language skills are essential for improving communication. It also highlights how Chinese cultural values shape students’ mindsets, influencing how they interact with people from different backgrounds. This study helps educators understand how to better support students in developing intercultural communication skills.

Introduction: The ever-progressing transformation of the media as a result of digitization trends, the new characteristics of the communication environment and the associated communication practices and forms of user behaviour result in new educational needs and demands. Their reassessment in the context of current scientific discourses takes the form of revision and redefinition of the concept of media competence. Methodology: through a reflexive analysis of the concepts and models, we present the conceptualization of media competence as an extended competence to the area of personal, social, cultural and civic competencies. Results: The result of the work is a reassessment of conceptual positions in the projection of features of media competence in the context of the significant phenomena of the converged digital environment: participatory paradigm, hyperconnectivity, proliferation of disinformation. This approach requires the extension of skills and abilities in accessing, evaluating, analyzing, creating and communicating news and media; skills combining the previous forms of literacy and skills of digital environment (Livingstone, 2004; Pérez Tornero, Celot, Varis, 2007; Hobbs, 2008). Discussion: Our approach is associated with broader educational demands and needs aimed at the development of the individual´s personality in a more holistic way, connected with the more complex needs of a society where media presence is higher. Conclusions: The changes in the subject of ´Learning about the media´ are resassed at the end of the paper.