The business environment in the modern era is witnessing numerous Intellectual Changes, Technological developments, and increasingly Complex Situations, which has led to a need for effective Leadership in the Business Sectors. This leadership plays a role in transforming companies into giant corporations that serve as a true foundation for enhancing and improving Job Competencies (JC)., The study aimed to analyze the impact of the Soft Skills approach in Human Resources (analytical and critical thinking, decision-making and problem-solving, planning and organization, teamwork) on developing Job Competencies (productivity, technical, managerial) in Petroleum Sector Companies in Egypt. The researchers employed the descriptive-analytical method to study the phenomenon, conducting the study on stratified random samples consisting of 379 managers and a sample of 382 employees from Petroleum Sector Companies. The study utilized the SPSS and AMOS Software Programs. The study found statistically significant differences at the (0.01) level between the average scores of managers and employees regarding soft skills in human resources and job competencies, with managers scoring higher. Additionally, the study revealed a statistically significant direct causal effect at the (0.01) level of Human Resources Soft Skills on Job Competencies in Petroleum Sector Companies., Finally, a proposal was developed for enhancing Job Competencies in Petroleum Companies in Egypt based on the application of human resources Soft Skills, alongside future research directions and practical implications.

The emergence of the COVID-19 pandemic led to the need to move educational processes to virtual environments and increase the use of digital tools for different teaching uses. This led to a change in the habits of using information and communication technologies (ICT), especially in higher education. This work analyzes the impact of the COVID-19 pandemic on the frequency of use of different ICT tools in a sample of 950 Latin American university professors while focusing on the area of knowledge of the participating professors. To this end, a validated questionnaire has been used, the responses of which have been statistically analyzed. As a result, it has been proven that participants give high ratings to ICT but show insufficient digital competences for its use. The use of ICT tools has increased in all areas after the pandemic but in a diverse way. Differences have been identified in the areas of knowledge regarding the use of ICT for different uses before the pandemic. In this sense, the results suggest that Humanities professors are the ones who least use ICT for didactic purposes. On the other hand, after the pandemic, the use of ICT for communication purposes has been homogenized among the different knowledge areas.

service-learning activities are effective in higher education programmes. During the COVID-19 period, universities have implemented this methodology and students have improved their social and practical skills. The purpose of this article is to analyse the role of higher education in the process of adapting teaching based on experiences designed for students to serve the community. This research presents the results of a specific service-learning experience of 35 students from the Teamworking programme during the academic years 2020–21 (online) and 2021–22 (face-to-face), in collaboration with the San Juan de Dios Foundation in Madrid, which provides care for people with disabilities. Students evaluated the experience through a quantitative study based on a questionnaire previously developed by Folgueiras (2013), divided into four dimensions. Students also provided some feedback, explaining that this experience changed their perception of people with disabilities, considering the personal value of contributing to social inclusion through service learning. The results show that through the Folgueiras model, students have strengthened their social skills and competences, and through an applied training project that offers the opportunity to build a real relationship through different activities, where learning was at the centre of the interaction between students and young people with disabilities. In conclusion, although the evaluation was positive in terms of the students’ professional and human development, this project requires continuous improvement in the long term, since the subjectivity of human relationships follows a dynamic course with variables that are sensitive to time and individual experience.

Background: Simulation-based medical education is a complex learning methodology in different fields. Exposing children to this teaching method is uncommon as it is designed for adult learning. This study aimed to develop and implement simulation-based education in first aid training of children and investigate the emotions of children in post-simulation scenarios that replicate emergency situations. Methods: This was a phenomenological qualitative research study. The participants attended the modified “Little Doctor” course that aims to train children in first aid and, subsequently, completed simulation scenarios. The children attended focus groups and were asked about their experiences of the course and how they felt during the simulation scenarios. Results: 12 children (Age 8–11 years old) attended the course, and 10 completed the simulation scenarios and focus groups. The major theme derived from was the simulation experience’s effect, which was divided into two subthemes: the emotion caused by—and the behavioral response to—the simulation. The analysis revealed shock and surprise toward the environment of the simulation event and the victim. The behaviors expressed during the simulation scenarios ranged from skill application and empathy to recall and teamwork. Conclusions: Simulation scenarios were successfully implemented during the first-aid training course. Although participants reported mixed feelings regarding the experience, they expressed confidence in their ability to perform real-life skills.

The purpose of this research was to investigate the influence of innovative organizational culture on innovativeness through human resource management and the innovative skills of personnel. The population of this study comprised small and medium enterprises (SMEs) in Thailand from both the manufacturing and service sectors. Purposive sampling was employed to gather information from entrepreneurs, executives, or department managers of SMEs through an online questionnaire distributed via email, obtaining a total of 440 responses. Data were analyzed using descriptive statistics and structural equation models (SEM) for hypothesis testing. The results indicated that SMEs in this context had a moderate level of innovative organizational culture, human resource management, innovative skills, and innovativeness. Moreover, the structural equation model was consistent with the empirical data, revealing that innovative organizational culture has a direct influence on innovativeness. Furthermore, human resource management and the innovative skills of personnel were found to be partial mediators in the relationship between innovative organizational culture and innovativeness. The indirect effect through these two variables was greater than the direct effect. These findings confirmed the relationship between innovative organizational culture, human resource management, innovative skills, and innovativeness among SMEs in Thailand, leading to guidelines for businesses to improve their innovativeness.

This study aimed to examine the impact of digital leadership among school principals and evaluate the mediating effect of Professional Learning Communities (PLCs) on enhancing teachers’ innovation skills for sustainable technology integration, both in traditional classroom settings and e-learning environments. Employing a quantitative approach with a regression design model, Structural Equation Modelling (SEM) and Partial Least Squares (PLS-SEM) were utilized in this research. A total of 257 teachers from 7 excellent senior high schools in Makassar city participated in the study, responding to the questionnaires administered. The study findings indicate that while principal digital leadership does not directly influence teachers’ innovation skills in technology integration, it directly impacts Professional Learning Communities (PLCs). Moreover, PLCs themselves have a significant influence on teachers’ innovation skills in technology integration. The structural model presented in this study illustrates a noteworthy impact of principal digital leadership on teachers’ innovation skills for technology integration through Professional Learning Communities (PLCs), with a coefficient value of 47.4%. Principal digital leadership is crucial in enhancing teachers’ innovation skills for sustainable technology integration, primarily by leveraging Professional Learning Communities (PLCs). As a result, principals must prioritize the creation of supportive learning environments and implement programs to foster teachers’ proficiency for sustainable technology integration. Additionally, teachers are encouraged to concentrate on communication, collaboration, and relationship-building with colleagues to exchange insights, address challenges, and devise solutions for integrating technology, thereby contributing to sustained school improvement efforts. Finally, this research provides insights for school leaders, policymakers, and educators, emphasizing the need to leverage PLCs to enhance teaching practices and student outcomes, particularly in sustainable technology integration.