Probing Student Ability to Construct Reasoning Chains: A New Methodology

Capacoteric development of students is a crucial aspect in their education, having a significant impact on their health and quality of life. This analysis aims to explore the importance of developing motor skills of students and the ways in which education, sport and recreational activities can influence this development. Physical education classes are an essential component in the development of students' motor skills. They give students the opportunity to improve their agility, endurance and motor coordination. Through physical education, students learn not only to develop their motor skills, but also to appreciate the importance of physical activity for a healthy life. Tourism is a means of harmonious development of students, through recreational activities and useful social activities aimed at ensuring a multilateral education from the point of view: physical, moral, etc. Thus, the basic principle of physical education lessons that follow the use of tourism. within the lessons is the development of the students' individual capacities, the maintenance of their emotional and health status. As is known, since the beginning of life, the human being grows, develops, matures, evolves under the influence of biological, psychological and social factors that act on him transversally and longitudinally. These factors can be favorable, when they stimulate the entire evolution, and unfavorable or relatively favorable, when they determine limited or even restrictive structures for shaping human characteristics. The evaluation of these conditions, of the motor qualities, is done in relation to the concrete context in which the student is, but also in relation to the methods of reception and structuring of the particularities that define him. In the conditions of today's society, we are witnessing an obvious progress of contemporary civilization, and the informational explosion triggers a series of changes and evolutions in secondary education, which in the 21st century is experiencing a continuous transformation and development in terms of content, methodology and didactic strategies. The purpose of the research is to analyze the development of students' motor capacities, in the discipline of pedestrian tourism, in the context of the implementation of the new physical education curriculum in the Republic of Moldova. Research methods. To achieve the goal and achieve the objectives, the following research methods were proposed and established as: analysis and synthesis, scientific research and documentation. Results and discussion. The development of motor capacities are characteristics of the body that offer the individual the possibility of performing various motor acts, related to both his daily and sports activities. In the education process, finding and using the most effective methods and means to ensure the development of these capacities occupies an important place in the specialist teacher's concerns. Pedestrian tourism is a form of sports tourism that represents a tourist march along a certain route. It involves the free choice of several routes, representing a great advantage for those practicing this test. The essential technical elements of this form of tourism are: the technique of pedestrian tourism, which represents a complex of procedures and means used effectively for the solution of tourist objectives (eg: the technique of crossing obstacles, the technique of organizing the tourist bivouac, the technique of orientation in the terrain, techniques of granting the first aid and transporting the injured) and the tactic of pedestrian tourism - is intended to ensure a necessary balance for the students' body between travel and rest. The development of students' motor capacities, in the discipline of Pedestrian Tourism, in the context of the implementation of the new Physical Education curriculum in the Republic of Moldova, pedagogically capitalizes in the Curriculum, a valuable potential for the formation and development of students' personality in the unit of socio-psycho-motor plans. The formative values of the discipline are varied and valuable: the harmonious and healthy development of the body; enhancing, maintaining or restoring motor qualities and health; dynamization of mental processes, including volitional and affective ones; increasing resilience; stimulation of intellectual activity; the development of moral qualities, such as: team spirit, fair competition, entrepreneurial spirit, courage and selflessness, responsibility, discipline and self-control, patriotic spirit, etc. The development of motor skills in students is an essential process for a healthy childhood and for their preparation for adult life. Through physical education, sports and recreational activities, students not only improve their motor skills, but also acquire values and habits beneficial for life. Promoting these issues in schools and communities is vitally important for the healthy future of young generations. Tourism activities can play a significant role in the development of motor skills in students, providing them with unique opportunities to improve their physical skills, but also to learn essential aspects such as teamwork, problem solving and adaptability. This analysis focuses on how tourism activities contribute to the development of motor skills in students and their formation as well-balanced individuals. Conclusion: Tourism activities provide a fascinating panorama of how students can develop motor skills and reach the maximum potential of their physical abilities. By exploring natural environments, tackling challenges and building resilience, students not only improve their motor skills, but also gain confidence in their own abilities. Promoting these activities in education can contribute to the formation of healthy adults, aware of the environment and able to cope in various situations. Therefore, the development of motor skills through tourism activities represents a valuable investment in the future of our students.

A society in which globalization and technology prevail requires young professionals capable of working in a diverse and complex environment. Higher education faces a new challenge: to train people with transversal skills. This requires designing educational programs based on digital technologies that foster the development of soft skills. The objective of this research has been to identify and synthesize studies that have evaluated the association between teachers' digital competencies and soft skills in university students. A scoping review supported by the SALSA framework was carried out; likewise, the databases used were Scopus, Web of Science and SciELO. A total of 333 papers were reviewed, whose publication period was between 2013 and 2023. After applying the Prisma methodology, only 19 studies were examined. The results showed that there is little research that relates the digital competencies of university teachers to the development of soft skills in students. Three different terms associated with “soft skills” were identified: transversal competencies, 21st-century skills and socioemotional skills. 44.44% of the studies reviewed linked the digital competencies of faculty with the development of soft skills. It is concluded that it is necessary for university teachers to have digital competencies to help develop soft skills in future professionals. This finding will allow the execution of other studies in which the motivational and sociological aspects of the stakeholders will be assessed, with the purpose of achieving the competencies required in the work environment. In addition, it is necessary to evaluate educational policies related to the digital competencies of teaching staff and their implementation in academic environments, intending to articulate them in a cross-cutting manner with the competencies that future professionals need for good job performance.

Increased global trade coupled with diversified employment opportunities demand college graduates possessing well-developed professional skills. Recent survey results identified the importance of professional skills among candidates seeking employment, with communication being recognized as the most important skill or quality when selecting candidates. The ability to work within a team structure, solve complex problems, and organize and prioritize work also ranked high among industry employment needs. Despite a rigorous focus on discipline-oriented knowledge and skills, development of professional skills in students of horticulture may be overlooked or not fully developed. Teaching methods can be modified to incorporate development of professional skills and discipline-oriented knowledge to enhance student employment preparedness and directly address industry needs.

The emergence of generative AI (GenAI) has accelerated pedagogical innovation and reshaped pathways for student skills development in higher education. Among them, ChatGPT has gained widespread adoption, yet the mechanism through which GenAI contributes to student skills formation remains insufficiently understood. To address this gap, this study employs a systematic literature review of 99 empirical studies published between November 2022 and March 2025 across four major English‐language databases: Scopus, Web of Science, ERIC, and IEEE Xplore. The review follows PRISMA guidelines and aims to clarify methodology trends, thematic categories, and skills development. The findings reveal that current research on GenAI in education is primarily concentrated in China and the United States and primarily adopts experimental or mixed‐method designs. GenAI is conceptualised in six roles, namely, thinking mentor, writing assistant, learning companion, development coach, programming assistant, and creative generator. The research is mainly concentrated on four themes: cognitive skills and thinking skills development, academic writing and language performance enhancement, self‐regulated learning and pedagogical innovation, and the development of composite competencies and future readiness. This study uses the three‐stage coding method of grounded theory to systematically analyse the pathways through which GenAI interventions affect students' skills development in empirical studies. It then proposes a theoretical framework for students' skills development centred on the mechanisms of pedagogical innovation, learning support, and feedback regulation. The three subsystems in the framework work together to focus on developing four core skills: digital technology application skills, higher‐order thinking skills, and AI ethical and self‐directed learning skills. This study not only enriches the theoretical understanding of GenAI in educational contexts but also offers practical insights for reforming higher education systems toward skills‐oriented teaching.

The Bologna Process envisioned the idea of the development of transversal skills in the course of higher education. Recent research on education acknowledges the fact that higher education including university studies is already facing the turn towards inclusive transversal skills development. The current research focuses on the development of student transversal skills in university studies. It is aimed at the investigation of the phenomenon of the development of student transversal skills in university studies. The objective of higher education covers more than simply employability of graduates although employment outcomes are important. Higher education is a versatile process, which provides students with the possibilities to develop their knowledge, skills, attitudes in order to enable them to actively participate in the wider society by being involved in active citizenship and successful professional careers. Our research reveals that the development of transversal skills depends on both internal personal characteristics and external social factors including colleague influence, exchanging ideas and also institutional impact. The research participants also reveal their perception that their transversal skills are substantially improved on their university studies; however, they also stress their perceived needs for developing certain transversal skills which are necessary in professional work life, such as communication and foreign languages, ability to apply innovations and creativity, analytical skills and critical thinking, learning to learn and time management.

The article analyzes the content bases of the development of social and household skills in high school students with intellectual disabilities, in particular, the theoretical aspects of the formation of significant social and household skills are highlighted. to independent life, activities in society and further family life. Quantitative and qualitative characteristics of the empirical study showed that the largest number of students with intellectual disabilities in the 5th (58.33%) and 10th (61.11%) classes showed an average level of social and everyday skills, in particular, a superficial analysis of the rules of behavior is characteristic for them in the micro and macro environment, not the ability to assert oneself; lack of desire and desire to improve one's own skills in household and social activities with peers and in the family; superficiality of moral and volitional qualities; situational manifestation of positive emotions and lack of stability of motivation; displaying positive, superficial and unstable behavioral skills in interpersonal relationships during various activities; inability to organize independent life and daily life; spontaneous use of known social and household skills in life situations; not monitoring your own health. The teaching staff of the school (55.56%) and the children's parents (63.64%) assigned this level of high school students with intellectual disabilities. A low level was established in students of the 5th (36.11%) grade, and a sufficient level - in the 10th (61.11%) grade. The development of social and everyday skills in high school students with intellectual disabilities in the educational process is possible during educational, corrective and developmental and educational classes. The entire educational process allows children to form permanent skills of practical preparation for life and behavior in the family and in the social environment. The considered skills mainly improve the level of psychophysical development and make it possible to develop the social adaptation and integration of children.

In the age of ICT-driven education, simulation-based learning is essential for students' skill development. Students can practice and apply theoretical knowledge in a safe, controlled setting by using realistic and immersive scenarios created by simulations, which make use of cutting-edge technology. By letting students actively interact with the content, this approach improves critical thinking, problem-solving, and decision-making abilities. By bridging the gap between classroom instruction and real-world application in fields like business, engineering, and medical, simulation-based learning offers a hands-on experience that traditional approaches frequently do not. Additionally, it helps students retain information better and get a deeper knowledge of the material, preparing them for challenges in their industries in the future. Overall, simulation-based learning is an effective instrument that greatly aids in the development of critical abilities and is consistent with the dynamic and participatory character of contemporary education. 213 students were surveyed to know the factors that determines different role of Simulation-based learning in Skill Development of Students and found that Enhanced Engagement, Skill Development, Adaptability and Customization and Collaborative Learning Opportunities are the factors that determines different role of Simulation-based learning in Skill Development of Students.

Technical education skills development is one of the strategies Kenya needs for the achievement of sustainable transformative development. The role the technical institutions play in the achievement of this goal cannot be significant without relevant academic admission qualifications. The objective of the study was to examine the influence of academic admission qualifications on student skills development in public technical training institutions in Kenya. Focusing on Diploma final year 2021 students Clothing Technology and Building and Construction Technology, the study population included 49 technical institutions recognized by Technical Vocational Education and Training Authority, Kenya National Examination Council, and Higher Education Loan Board (HELB) not later than 2018, 49 principals, 348 lecturers and 4,999 students from which a sample of 11 principals, 100 lecturers and 100 students was determined using Fisher (1998) and Bartlett et al, (2001) sample determination formulae. Simple random sampling method was used in sample selection. Contacted participants included 8 principals. 80 lecturers and 80 students. response rate included 100% for principals, 69(86.25%) for lecturers and 70(87.5%) for students. The study was anchored to the Convergence parallel mixed research design. Data was collected by means of questionnaires, document analysis guide and interview schedules. Qualitative and quantitative methods were used in collecting, analyzing and reporting the findings. Hypothesis test results revealed that ( H 1 ) there is a statistically significant relationship between academic admission qualifications and student skill development in which P= ≤0.001, Alpha 0.05 . Qualitative results supported these findings as there were several referrals and fails at the KNEC technical results and student grievances over challenging course work content, inadequately trained lecturers and challenging national examinations. The study concluded that Kenya cannot entirely rely on the approved academic admission qualifications in the achievements of sustainable transformative development. The study recommended a review of the open admission policy to diploma level of learning, investment in technical education research, involvement of subject lecturers in the selection of students to TTI with KUCCPS and proposed a perceptual model of TTI curriculum implementation suitable for addressing academic admission qualification issues related to skills development inherent in the TTIs in Kenya. Keywords: Academic admission qualifications, Kenya, Kenya national examination Council, Skills development, Technical education, institutions, Technical institutions DOI: 10.7176/JEP/14-6-10 Publication date: February 28 th 2023

Los juegos son herramientas útiles para el aprendizaje, mantienen a los estudiantes motivados mientras cumplen con el objetivo de ayudar a desarrollar habilidades cognitivas. En matemáticas a nivel superior, se observa que existe resistencia de algunos docentes en utilizar estrategias de aprendizaje basado en juegos (GBL, por sus siglas en inglés) para enseñar contenidos abstractos que es posible visualizar en entornos digitales, lo que favorece su uso en tiempos de pandemia. El profesorado debe adaptarse a las nuevas generaciones, que aprenden y disfrutan trabajando sobre situaciones cotidianas, y una forma de hacerlo es utilizando el juego como recurso para enseñar. En esta investigación, se propone el uso de un juego clásico conocido por Taken o Juego del 15 como una herramienta de motivación para la enseñanza de algunas propiedades importantes del grupo simétrico S_15, se establece una relación biunívoca entre el juego y las permutaciones con el fin de elaborar explicaciones a fenómenos algebraicos que ocurren al jugar y se construye un instrumento que evalúa los fundamentos conceptuales que se identifican en el juego, para garantizar que la actividad ayuda al desarrollo de las competencias en los alumnos. En consecuencia, se evidencia que el Juego del 15 constituye una estrategia didáctica innovadora, que favorece la enseñanza de permutaciones a estudiantes del nivel superior para temas de álgebra moderna.

Objective: describe the experience of using an educational game in nursing education in public health. Method: descriptive study of the experience report type, regarding the use of an educational game along with nursing students from the discipline I Collective Health, Federal University of Campina Grande (UFCG), Cajazeiras campus. Results: perceives the development of skills in students, such as positive interpersonal relations; teamwork; decision-making group; leadership; creativity; flexibility; commitment; and communication. Conclusion: games provide motivation for students causing them to be involved as active actors in the teaching-learning process.

Scientific Importance - This research is one of the early researches that use intensive training for development of some physical skills of Kata Unso. - Attempt to design training program using intensive training for development of some physical abilities of Kata Unso. - Identification of the effect of programs on the development of some physical skills and performance of Kata Unso . Objectives of the research: The research aims at identification of the effect of using intensive training for development of some physical skills in the dynamic system (Unso- Kata) of the Egyptian national team karate players through: 1- Design of training program using intensive training for development of some physical skills of Kata unso. 2- Identification of the effect of the program using intensive training for development of some special physical skills and performance of Kata unso. The researcher chose the research sample by purposive methodof the Egyptian national team players of Kata men who are registered in the records of the Egyptian Karate Federation for the training season 2014 (n= 6 players). Conclusions: According to the goals and hypotheses of the research, and through the statistic treatments and presentation and discussion of results, the researcher managed to conclude that: 1- The training program using intensive training helped to improve the special physical skills (force endurance, speed endurance, power endurance, explosive power) of arms and legs, as the percentage of improvement was (11.41%, 18.68%, 17.74%, 5.59%, 18.02%). 2- The training program using intensive training had a positive role on the dynamic system (Unso Kata) as the percentage of improvement was (10.11%, 12.36%, 8.69%, 13.48%, 16.09%, 12.11%). 3- The training program using intensive training showed importance of the special physical skills (force endurance, speed endurance, power endurance, explosive power) for the dynamic system (Unso-Kata) and the similar trainings of performance.

The period of education in secondary educational institutions is deemed fundamental for instilling essential skills in students, as defined by recent legislation as competencies, upon which the overall quality of education hinges. These competencies, upon transition to higher education, evolve into professional qualities and specialized characteristics critical for career advancement. Social and civic competencies attained by education seekers determine an individual's communicative potential, ability to foster relationships, diplomatic prowess, understanding of equality, accountability for commitments and obligations, critical thinking aptitude, readiness to compromise, and teamwork proficiency. The adolescent and youth stage is perhaps the most pivotal for grasping the significance of these competencies. Consequently, educators must concentrate on devising constructive strategies for engaging with student and youth populations to cultivate fundamental social skills, facilitated through cooperative activities, group projects, collective interaction, and similar approaches. The study's outcomes affirm the imperative of nurturing social competences among education seekers and delineate effective collaboration methods. The article underscores that integrating group cooperation into the educational process expedites and fosters the development of social skills in teenagers and students.

In primary schools throughout England, coaches employed by community football foundations deliver Physical Education (PE) lessons. Primary school PE is a context that both promotes and is conducive to the development of life skills. However, the holistic development of life skills in primary school pupils during PE depends upon the knowledge, actions and behaviours of the coach. Semi-structured interviews of primary school six community football PE coaches were used to achieve two study aims. First, to investigate the coaches’ understanding of life skills in the context of holistic development. Secondly, to explore the factors that influence coaches’ capacity to embed life skills in primary school PE lessons. Deliberative and reflexive thematic analysis of interview data revealed how coaches did not comprehensively understand life skill development, and often could not differentiate between physical skills, technical skills and life skills. Additionally, outsourcing PE delivery to football coaches was problematic, as coaches’ prior coach education did not equip them with the knowledge or skills to deliver holistic PE lessons. Instead, coaches tended to learn how to deliver PE ‘on the job’ and prioritised physical and technical skill development in lessons. Findings also showed how constraints within schools including inadequate facilities, a lack of support from colleagues, the low prioritisation of PE within the curriculum and insufficient lesson planning time, meant coaches could not plan and deliver holistic PE lessons in which life skills were embedded.

Teaching in the 21st century requires the ability to know and use technological resources that allow the development of virtual learning environments that facilitate the incorporation of educational content and that the student has access to it through educational platforms, while generating environments and situations of learning that allow the development of socio-emotional skills. Socio-emotional skills are the source of differentiation of human talent within the context of the Fourth Industrial Revolution, which is characterized by continuous technological, scientific and social advancement. Within the use and management of technological tools in the context of education, whether formal or non-formal, the relevance of the use and application offered by these resources to develop the capacities, attitudes and Social and Emotional Skills that any citizen of the world needs XXI century. It is in this context that this article supports the effects of virtual learning environments (PLE) in the development of Social and Emotional Skills in university students. A correlational analysis is made between the use of LMS Platforms (Learning Management System) and the development of Socioemotional Skills of undergraduate students. The research is developed in the population of the Faculty of Accounting and Administration (FCA); attached to the Autonomous University of Baja California (UABC), Mexico. A quantitative, descriptive and correlational research is designed. The degree of association between the independent variables socio-emotional skills in three constructs is evaluated: intrapersonal, interpersonal and cognitive, with the dependent variable, virtual learning environments, by means of a structural equation model. For the statistical analysis, the AMOS (Analysis of Moment Structures) software is used, which allows the construction and validation of a structural model that identifies, specifies, estimates evaluation parameters of adjustment specification of the investigative modeling, as well as its results, integrates the multivariate techniques of Factor Analysis and Structural Equation Models (SEM). A recursive model is obtained, which shows a positive correlation direction between the exogenous variable (LMS) and the endogenous variables (Intrapersonal, Interpersonal and Cognitive). The results reflect a greater correlation in the effects of the use of virtual learning environments (PLE) in the development of interpersonal and cognitive Social and Emotional Skills.

Purpose: The paper aims to provide a robust foundation for understanding the significance and application of experiential learning as an attractive alternative for classroom learning. Through the identification and evaluation of various types of experiential learning, the research seeks to elucidate the diverse approaches and their impacts on student learning outcomes, skill development, and career readiness. Furthermore, by focusing on the integration of curriculum and faculty training to foster an innovation culture, it aims to delineate strategies for enhancing educational practices to align the objectives of higher education with real-world applications. By predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models, thereby providing insights that can inform educators, administrators, and policymakers in enhancing the effectiveness and inclusivity of experiential learning in higher education. Methodology: This paper presents the multifaceted landscape of experiential learning within the context of higher education. The primary objectives of the paper include gaining a comprehensive understanding of the concept and principles of experiential learning, identifying and evaluating various methods of experiential learning and their impacts in higher education, and exploring the integration of curriculum and faculty training to foster an innovation culture based on exploratory research methods. Results/Analysis: The paper aims to assess the impact of experiential learning adoption on student learning, skill development, and career readiness, emphasizing the importance of aligning educational practices with real-world applications. Furthermore, the paper seeks to address critical issues related to equity and inclusivity in experiential learning, along with identifying faculty training needs. By examining challenges and proposing solutions, the chapter contributes to creating an inclusive environment that benefits a diverse student body. The analysis takes a forward-looking approach by predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models. Originality/Value: This holistic exploration serves as a valuable resource for educators, administrators, and policymakers seeking to enhance the effectiveness and inclusivity of experiential learning in higher education. Type of paper: Exploratory Research.