This study focuses on the competency structure factors of elementary school English teachers under China’s new curriculum standards, aiming to reveal the core competencies that teachers should possess in the context of education in the new era. Through the comprehensive application of qualitative interviews and quantitative questionnaire survey methods, this study provides an in-depth analysis of the competency structure of primary English teachers. It was found that the competency structure of elementary school English teachers is mainly composed of six dimensions: professionalism, personality traits, teaching ability, student views, teaching organization strategy and research ability. These dimensions work together to influence teachers’ teaching effectiveness and students’ learning effectiveness. The study also found that there were significant differences in the competency characteristics of elementary school English teachers across gender, teaching experience and educational qualifications. In general, this study provides a theoretical basis and practical guidance for the professional development of elementary school English teachers, which can help to improve the quality of teachers’ teaching and promote the comprehensive development of students.

Simulation training in dental medical eduaction is a modern high-tech approach in providing quality higher education. Simulation training immerses students in realistic scenarios, allowing them to develop both technical and non-technical skills essential for effective patient care. This study highlights key contemporary issues in high-tech simulation training for dental education and consolidates its rationale and benefits. We searched the databases PubMed, Scopus, Web of Science, and ResearchGate. This review includes 36 articles published in English, Russian, and Ukrainian from 2020 to 2024. Non-peer-reviewed papers or those not published in indexed journals were not considered. Simulation training was found to impact integration of theory and practice, training a wide range of psychomotor skills, development of complex clinical competences, cultivating confidence, empathy and patient-oriented care, neuroplasticity of the brain and the cognitive load. Pedagogical benefits and the place of simulation training in the curriculum were also discussed.

This study investigates pedagogical content knowledge (PCK) among teachers teaching mathematics at the preschool level in Colombia, highlighting the importance of integrating mathematical knowledge with innovative and effective pedagogical strategies. Using a mixed exploratory and transactional methodology, the perceptions and practices of 82 teachers were examined, focusing on their understanding of mathematical content, pedagogical skills, and knowledge of children’s cognitive development. The findings reveal a significant gap in teachers’ understanding of these concepts, indicating a critical need to strengthen PCK among teachers. To this end, training should be provided to enable teachers to foster meaningful and contextualized mathematical learning in preschool students. The study suggests reviewing teacher training curricula and fostering the development of pedagogical strategies that prioritize conceptual understanding and mathematical reasoning. Additionally, it identifies critical areas for improvement and offers concrete recommendations for transforming mathematics teaching in preschool education. To enhance the quality of mathematics education, several measures are proposed: ensuring continued availability of training programs for teachers, encouraging collaboration between educators, adopting constructivist approaches, and helping teachers understand the value of mathematics learning outside the school.

The present study, developed under a quantitative approach, explanatory scope and causal correlational design, aims to determine the influence of invisible learning on the research competence of high school students in two private schools in the city of Lima, Peru, whose educational models seek to develop autonomous learning and research through discovery learning and experimentation. Two questionnaires were applied to 120 students of the VII cycle of basic education, one to measure the perception regarding invisible learning with 20 items and the other to measure investigative competencies with 21 items; both instruments underwent the corresponding validity and reliability tests before their application. Among the main findings, descriptive results were obtained at a medium level for both variables, the correlations found were significant and moderate, and as for influence, the coefficient of determination R² yielded a value of 0.13, suggesting that 13% of investigative competence is predicted by invisible learning. These results show that autonomy, the use of digital technologies, metacognition and other aspects that are part of invisible learning prepare students to solve problems of varying complexity, allowing them to face the challenges of contemporary knowledge in an innovative and effective manner.

This study explored how facilitation skills—defined as instructional techniques that accurately convey core messages in a trusting relationship and encourage self-directed learning participation among adult learners—affect the effectiveness of learning. The research focused on adult learners enrolled in lifelong education programs at seven universities, including general and vocational colleges in Busan. It aimed to examine the relationships between instructors’ facilitation skills, learner engagement, and learning outcomes, as well as the mediating effect of engagement on these relationships. A total of 213 valid survey responses were analyzed from an initial 215 responses, excluding 2 unsuitable entries. The findings are summarized as follows. First, facilitation skills were found to partially influence learner engagement. Second, learner engagement was shown to affect learning outcomes. Third, facilitation skills were found to have a partial effect on learning outcomes. Fourth, learner engagement partially mediated the relationship between facilitation skills and learning outcomes. Based on these results, this study is expected to contribute to a deeper understanding of the relationship between facilitation skills and learning outcomes in adult learners, providing practical guidelines for enhancing effectiveness in various educational contexts.