Czech Validation of the Self-regulation and Self-efficacy Questionnaires for Learning

"Imagine and make": teaching construction robotics for higher education students

The use of robotics in construction projects is still in its infancy despite the opportunities that robots can present for the improvement of construction practices. One of the strategies to effectively increase the reliance on robots in construction is increasing the knowledge and improving the educational programs about robotics for university students. This paper contributes to the ongoing efforts worldwide to improve the teaching methods about construction robotics through the presentation of a novel method called "Imagine and Make", in which students learn how to integrate robotics in different aspects and practices in construction projects. The method has been applied at Centrale Lille in France since 2018. The results of the application of "Imagine and Make" in the first semester of 2021-2022, evaluation by students, and teaching outcomes are reported in this paper.

Declared and Real Level of Digital Skills of Future Teaching Staff

Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development.