Contents
Presenters
Dave Muir – Lecturer Engineering Systems Automation
Talk
WorldSkills competence-based training has the potential to significantly enhance student engagement and motivation at the university level. This training approach emphasizes practical skills and real-world applications, aligning closely with the demands of modern industries. By integrating WorldSkills standards into university curricula, students can experience a more hands-on, experiential learning environment that goes beyond traditional theoretical and practical instruction. To ensure relevance to all students, the competence based approach aligns with the university’s graduate attributes. These attributes include always learning, technical and digital competence and connected professionalism. Each attribute is linked to specific skills such as active learning, analytical skills, emotional intelligence and creative problem-solving. Embedding these attributes into the training, students can see a clear connection between their coursework and their future careers, increasing their engagement and motivation to excel.
WorldSkills competitions provide a global platform for showcasing skills utilizing international standards, the broader applicability of competence-based training. This approach is relevant to all professions, and competitions can be at the local or even classroom level also. It fosters teamwork, problem-solving, and critical thinking skills that are highly valued in any workplace setting.
Related assessment methods used such as pressure testing are designed to be constructive and supportive, helping students identify specific strengths and areas for improvement. This approach bridges the gap between academia and industry, preparing students for real-world challenges which is a hallmark of CSG career activation program.
References
1. Ryan, R.M. and Deci, E.L. (2020) ‘How Motivation Influences Student Engagement: A Qualitative Case Study’, Journal of Educational Psychology, 112(5), pp. 1000-1012.
2. European Journal of Psychology of Education (2021) ‘Academic Engagement: Assessment, Conditions, and Effects—a Study in Higher Education’, European Journal of Psychology of Education, 36(3), pp. 567-589.
3. Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2022) ‘Engagement, Motivation, and Students’ Achievement’, in Handbook of Research on Student Engagement. Springer, pp. 49-63.
4. Jansen, J. and Schuwer, R. (2023) ‘University Students’ Levels of Motivation and Engagement, Perceived Benefits, and Challenges in MOOCs’, International Review of Research in Open and Distributed Learning, 24(1), pp. 45-67.
5. European Journal of Psychology of Education (2021) ‘Academic Engagement: Assessment, Conditions, and Effects—a Study in Higher Education’, European Journal of Psychology of Education, 36(3), pp. 567-589.
6. Artino, A.R., Jr., La Rochelle, J.S., and Durning, S.J. (2023) ‘Motivation, Self-Regulation, and Study Approaches to Learning in Online University Postgraduate Students’, Internet and Higher Education, 48, pp. 100-112.
