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Field work is viewed as the important pillar of Social Work profession. The aim of this study is to examine the issues and challenges faced by the Social Work Students during their Field Placement in different agency settings. This study articulates the teaching philosophy, conceptual framework, and fieldwork practices followed by Student of Social Work Department at Karachi University. Qualitative research design was employed in this study and purposive sampling strategy was used for data collection. The results of the study drawn that the main constraints stem from a lack of social work agency supervisors, lack of training for agency supervisors, the lack of a fieldwork curriculum and nonexistent or insufficient funding of fieldwork related activities.

The level of teachers’ competence plays a significance role in the promotion of students’ performance especially in academic perspective. The school leadership and educational practitioners have to improve the level of teachers’ competence so as to improve the level of students ‘academic performance which is proportional too.  The purpose of this study therefore, sought to establish the relationship between teachers' competence and students’ academic performance in Gakenke District in Rwanda. This study used a correlation research design to investigate the relationship between teachers' competence and students' academic performance in secondary schools in Gakenke District, Rwanda. Data was collected through questionnaires and interviews from a sample size of 329 respondents out of a target population of 1839, and statistical analysis using SPSS software was performed, including correlation and regression analysis to determine the relationship between variables. The findings showed the overall mean of 4.19 is between Agree (4) and Strongly Agree (5) which indicates that almost students agreed that their academic performance is good. On correlation between teachers' qualification and students’ academic performance, the results presented that there is a statistical significance high degree of positive relationship between teachers’ competence and students’ academic performance with P-value = .000 which is less than 0.01 as the level of significance and Pearson coefficient of correlation r = .848 which is high and indicates that there is a relationship correlated to the teachers’ qualifications and students’ academic performance. The study concludes that the competence of teachers, expertise, teaching methods and students’ participation in lessons and good instructions at schools successfully promote the students’ academic performance. The recommendations from the study include regular quality checks by the Ministry of Education to ensure teachers' competence and the provision of appropriate skills to students, schools organizing effective instruction and hiring qualified teachers to improve academic performance, teachers personally developing their competence through further studies and training to enhance the quality of skills imparted to students, and students actively attending lessons and adhering to school guidelines to achieve better academic performance. Keywords: Competence, Teachers’ competence, Academic performance, students’ academic performance  

This research aims to conduct a systematic and rigorous review of published articles on how the diagnosis and the design of micro-courses can enhance teachers’ digital competence in universities and higher education institutions. The objective is to synthesize existing evidence on training strategies for Teacher Digital Competence in higher education, assessing the effectiveness of micro-courses as flexible and contextualized means to strengthen areas of digital competence with lower proficiency levels. The systematic review was carried out following the PRISMA guidelines to ensure objectivity, systematization, and replicability. Additionally, the checklist proposed by Gisbert and Bonfill was employed. The search focused on the terms teacher digital competence, higher education, teacher training school, and micro-courses, as well as their synonymous variations in Spanish and English, within research articles indexed in ScienceDirect, ERIC, Google Scholar, Dialnet, Redalyc, and SciELO, published between 2017 and 2025. The analysis of the articles that met the inclusion and exclusion criteria revealed that, although there is a considerable amount of research related to teacher digital competence, a more specific search significantly reduced the number of relevant texts. From an initial total of 206 selected articles, 17 were ultimately evaluated and synthesized, as they also met the key criteria for assessing the risk of bias. As a result, a bibliographic matrix derived from the data extraction, a thematic analysis, and a qualitative synthesis of the reviewed studies are presented, as well as their practical applications and future research directions, aiming to provide an integrated perspective on research conducted in this field.

Objective: Nursing clinical education is an important part of education in nursing in which students obtain the necessary skills to care for patients. The aim of this study was to investigate the challenges of clinical education from the viewpoint of nursing educators and students. Methods: In this cross-sectional study, the required information was collected in the form of a census from nursing educators and students. Based on the census method, the research samples consisted of 163 nursing educators and students. The data collection tool is a researcher-made questionnaire. The data were analyzed using descriptive statistics and an independent t-test. Results: The findings showed in the view of students the factors such as incongruity between educator’s expertise and internship, lack of qualified educators, student’s disinclination to study, lack of cooperation of health professionals, students’ unawareness of their strengths and weaknesses. Lack of skilled clinical educators in the educational planning section. Conclusion: According to the current challenges, identifying and then modifying clinical education challenges lead to achieving the educational goals and consequently, educating skillful personnel and supplying high-quality care services.

This paper aims at presenting the experience of the Power Conversion project in teaching students to design a proof-of-principle contactless energy transfer system for the charging of electrical vehicles. The Power Conversion is a second-year electrical engineering (EE) project in which students are to gather and apply EE knowledge to design and test a system. This system is to work with power level and operates independent from an electricity grid. The instructional method used in this project is design-based learning (DBL). As an educational approach, DBL is to support students to gather and apply knowledge in open-ended assignments. The set-up of the project has gone through different modifications and iterations in three consecutive years regarding the organisation and supervision of the students. We have analysed the students’ design products in the past three academic years in order to evaluate whether the project set-up and supervision have influenced students’ designs. Results indicate that the open-ended character of the project has a positive influence on the designs especially regarding the criteria on efficiency, Maximum Power Point Tracking algorithm and power tracking.

Over the past 30 years, researchers have devoted significant attention to understanding impression management in organizations. In this article, we review key questions that have been addressed in this area regarding definitions of impression management; types of impression management; impression management motivation; the effectiveness of ingratiation, self-promotion, and other tactics of impression management; personal factors associated with successful impression management; gender and impression management; cross-cultural implications of impression management; and the measurement of impression management. In doing so, we identify major themes and findings and highlight critical issues and unanswered questions. After reviewing these topics, we also discuss some practical implications for individuals and organizations. Finally, we conclude by outlining some broader avenues for inquiry that would help move this literature forward.

Technical and Innovation. The development of these competencies is to ensure that the quality TVET Educators produce competent TVET graduates who are capable to meet the requirement of industries and professional bodies. Nevertheless, it is important for the TVET providers, industries, communities and the Government to collaborate towards achieving a status of high income nation

<p class="Abstract">This research illustrates the provisions and receptivity of teacher feedback in a blog-mediated writing project between two colleges. The blog serves as a peer collaboration platform, as well as a mediating tool for teachers to offer timely feedback or prompt student idea exchanges. This paper discusses how teacher feedback may alter in response to students’ online writing activities, and examines the reciprocity between the teachers’ provision and the students’ receptivity. Thirty-four students, two teachers, and two teaching assistants (TAs) participated in the two-semester tele-collaboration. Feedback from the teachers and TAs was categorized by Hattie and Timperley’s (2007) taxonomy, which comprises four levels of feedback: the task, the process, self-regulation, and superficial praise. In addition, a new category, mediative feedback, was created to highlight the networked learning. Data were collected from blog message archives, a perception survey, and interviews for qualitative and quantitative analyses. The findings illustrate the evolution of feedback provisions, specifically the addition of mediative feedback type and reduction of superficial comments during online writing tasks. Furthermore, a clear mismatch between the highest rated and most provided feedback type also illustrates the impact of web 2.0 tools on teaching practices.</p><br />