The industrial world has witnessed an increased demand for computing based skills due to the advent of robotics, artificial intelligence, and analytics. However, the learning of computer programming is challenging and requires an intensive cognitive effort to attain a high degree of skill and expertise. Given this phenomenon, this study undertook to ascertain the factors that influence proficiency in computer programming. The study adopted a quantitative approach and a survey research strategy, guided by a conceptual model. A survey questionnaire was designed as the primary source of data collection. The respondents comprised students who were enrolled for Information Systems and Technology (IT) courses at a higher education institution. The main factors that were identified as significant predictors of computer programming performance were Problem-Solving Ability and Self-Efficacy. The findings contribute to enhancing computer programming pedagogy, which could lead to enhanced student performance in assessment, and validation of the conceptual model. Categories · Social & programming topics ~ Professional topics · Computing Education ~ Computer science education/Information Technology/Information systems

This article presents the findings of a South African study conducted in a private Higher Education Institution. The aim of the article was to explore teaching strategies suitable for hybrid classrooms, to create an environment to integrate virtual and in-person student groups for optimal learning outcomes. A hybrid classroom requires academic staff to engage both groups in student-centred activities and therefore, this article argues that traditional teaching strategies may not be optimal in achieving integration. This exploratory study employed a practical action research design, to teaching strategies in hybrid classrooms. The data was collected by conducting class observation and two focus groups. The study used Braun and Clarke's (2006) thematic analysis for data analysis. The findings indicated that academic staff have a limited understanding regarding teaching strategies that would bridge the gap between virtual and in-person students. The study emphasised the necessity of an inquiry-based mindset in the hybrid teaching environment. The focus groups unanimously advocated for adopting an "adapted student-centred instructional approach" to address hybrid classroom challenges. This research contributes to understanding student-centred teaching strategies in hybrid classrooms. The key insight was that teacher-centred approaches by academic staff did not equally integrate virtual and in-person student participation. The study underscores the importance of lecturer training in effective student-centred teaching strategies for optimal learning in hybrid classrooms

INTRODUCTION: Lecturers and students at tertiary institutions have different teaching strategies and learning styles (TS) and it is essential to align these strategies and styles to ensure that students understand the concepts they are taught. This study was conducted to assess and compare the TS preferences among lecturers and undergraduate oral hygiene students at a university in South Africa. METHODS: A cross-sectional study was conducted, inviting all full-time lecturers (35) and undergraduate dental hygiene students (40) registered for the 2021 academic year to participate. The visual, auditory, reading and kinesthetic (VARK) teaching and learning questionnaires (version 7.8) for lecturers and students respectively was utilised to capture the necessary information. This is a validated questionnaire and consists of a variety of questions which students complete using a multiple-choice approach. SPSS statistical package, version 27 was used for statistical analysis with a significance of p< 0.05. RESULTS: Twenty-seven (27) lecturers (77%) and 40 students (100%) completed the questionnaire. The highest mean teaching scores were in visual (6.44) and auditory (6.22) teaching styles. The highest mean learning scores was auditory (6.43) and visual (5.98). The kinesthetic sensory modality constituted the lowest mean score in both lecturers and students. The majority of lecturers (63%) preferred using a single mode of teaching while 77% of students preferred learning using a multimode approach. CONCLUSIONS: The most common teaching and learning scores corresponded with each other. The preferred teaching strategy of lecturers was unimodal while the majority of students preferred a multimodal means of teaching. As a result, to improve student understanding and learning lecturers should use multimodal means of teaching.

The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

RESUMEN Las técnicas de estudios y los modelos didácticos construyen procesos de enseñanzas sólidos que permiten el desarrollo de conocimientos, habilidades, capacidades y destrezas en la formación de los estudiantes de enfermería y su orientación profesoral. Objetivos: Conocer las técnicas de estudios y las intervenciones en un modelo didáctico para los estudiantes de la carrera de Licenciatura en Enfermería. Materiales y método: Se realizó una revisión integrativa de la literatura, con artículos publicados en 2010 hasta 2020, para identificar las técnicas de estudios articuladas a los modelos didácticos y los estilos de aprendizaje. Se consultaron las bases de datos EBSCO, Wiley Online Library, ERIC, DOAJ y SciELO y los datos de selección se graficaron en el flujograma PRISMA. Resultados: Se identificaron 43 estudios que presentaban las técnicas de estudio y los atributos teóricos para el modelo didáctico; las técnicas frecuentes son mapa mental, resumen, ejercicios, y cuadros comparativos; el modelo didáctico fundamenta el proceso de enseñanza-aprendizaje a través de los enfoques educativos y las características de procesos académicos. Discusión: Las fuentes bibliográficas consultadas muestran cómo las técnicas de estudios articuladas a un modelo didáctico durante el proceso de enseñanza y aprendizaje provocaron un cambio en la formación de los licenciados de enfermería que reforzará la educación continua con conciencia. Conclusión: La propuesta de un modelo didáctico lleva a implementar medidas eficaces, orientadas al fortalecimiento de los estilos de aprendizaje que transformen el conocimiento permanente y la construcción de nuevos estilos de enseñanza.

ABSTRACT The study techniques and the didactic models build solid teaching processes that allow the development of knowledge, abilities, skills and abilities in the training of nursing students and their teacher orientation. Objectives: To know the study techniques and interventions in a didactic model for undergraduate nursing students. Materials and method: An integrative review of the literature was conducted, with articles published in the years 2010 to 2020, to identify the study techniques articulated to the didactic models and learning styles. The EBSCO, Wiley Online Library, ERIC, DOAJ, and SciELO databases were consulted, and the selection data were plotted in the PRISMA flowchart. Results: 43 studies were identified that presented the study techniques and the theoretical attributes for the didactic model, the frequent techniques are mental map, summary, exercises, and comparative tables, the didactic model bases the teaching-learning process through the educational approaches and the characteristics of academic processes. Discussion: The bibliographic sources consulted show how the techniques of studies articulated to a didactic model during the teaching and learning process provoked a change in the training of nursing graduates that will reinforce continuing education with awareness. Conclusion: The proposal of a didactic model leads to the implementation of effective measures, aimed at strengthening learning styles that transform permanent knowledge and the construction of new teaching styles.

BACKGROUND. Knowledge of learning style preferences is important for decisions related to teaching and learning. Even though data on learning style preferences are available in the literature, limited information is available about these preferences in optometry students in South Africa (SA). OBJECTIVE. To explore the learning style preferences in an undergraduate optometry programme. METHODS. The study used a quantitative research design and online questionnaires for data collection. The Index of Learning Styles questionnaire was used to assess learning style preferences. Data were analysed with descriptive and inferential statistics, where p<0.05 was considered statistically significant. RESULTS. Overall, 159 students completed the anonymous questionnaires. Most of the students were black (n=111), <21 years of age (n=83) and in their third year of study (n=53). The majority of students showed a balanced preference (between 47% and 65% for the different learning style dimensions). There was no significant association between demographic characteristics (gender and level of study) and learning style preferences. CONCLUSION. Optometry students have balanced learning styles. This information can be used by stakeholders responsible for optometry education in SA to better inform curriculum review endeavours and decisions related to teaching and learning. The information would be essential to make the educational environment contextually relevant and conducive to student learning.

Abstract The research allowed us to analyze the style of behavior of the tourist consumer in times of pandemic in Ecuador. The study had a qualitative and quantitative research in order to achieve results according to the problem stated. The descriptive analytical method allowed the interpretation of the results of Honey-Alonso questionnaire of Learning Styles considering the time that clients stay overnight at the destination. Non-probabilistic Intentional random sampling was used, selecting a sample of 57 people that 41.7% claimed to attend the carnival holiday to rest, for recreation or vacation, where 52.1% knew about the destination through the internet. It shows that, under the conditions caused by the COVID-19, technological media played a leading place. Information cross was made through the analysis of a survey which results were processed by SPSS v. 21. It evidenced a reliability of 0.98 verified with Cronbach's alpha, contributing significantly to the inquiry. A competitive comparative study with closer destinations was carried out as to determine its position and to define the strategies to be proposed. It is considered that the application of advertising strategies is vital to place the destination at a solid position, boost its economy to achieve better market segments at the local, national, and international level.

Resumen La investigación permitió analizar el estilo de comportamiento del consumidor turístico en tiempos de pandemia en Ecuador. El estudio tuvo un carácter de orden investigativo cualitativo y cuantitativo con la finalidad de lograr resultados acordes al problema planteado. El método analítico descriptivo permitió la interpretación de los resultados del cuestionario de Honey-Alonso de Estilos de Aprendizaje considerando el tiempo durante el cual los clientes pernoctan en el destino. Se utilizó el muestreo aleatorio no probabilístico – Intencional seleccionando una muestra de 57 personas, de las cuales el 41,7% alegó asistir por descanso/recreación/vacaciones al feriado de carnaval y el 52,1% manifestó conocer el destino por el internet, lo que evidencia que, bajo las condiciones provocadas por el COVID-19, los medios tecnológicos jugaron un papel protagónico. Se realizó un cruce de información con el análisis de una encuesta cuyos resultados fueron procesados por el SPSS v. 21, donde la fiabilidad fue de 0.98 comprobado con el alfa de Cronbach, lo que aporta significativamente la precisión en la indagación. Se realizó un estudio comparativo a nivel competitivo con un destino similar para determinar posicionamiento y definir las estrategias funcionales al destino. Se considera que desarrollar estrategias publicitarias en función del alcance, los objetivos y metas del destino permitirá una posición competitiva sólida y contribuirá además a dinamizar su economía con la finalidad de lograr mejores segmentos de mercado a nivel local, nacional e internacional.

ABSTRACT Objective: To report on the experience and impressions of the Brazilian orthopedic trauma surgeons attending the Leadership Development Program (LDP) hosted by the Sociedade Brasileira do Trauma Ortopédico (SBTO) in Sao Paulo, Brazil on November 4, 2022. Methods: Forty-eight orthopedic trauma surgeons from five different regions throughout Brazil were provided a link to complete The Big Five Test, a validated online personality assessment. The questionnaire was available in Portuguese and was intended to provide a background on individual personality traits and their influence on interpersonal interactions. The LDP integrated content from literature reviews specific to Latin America, established leadership programs from leading business schools, and various subject matter experts. Prior to the start of the LDP, participants received a pre-course survey evaluating demographic information, a needs assessment, and the prioritization of leadership topics utilizing a 5-point Likert-scale. Attendees participated in the one-day, interactive LDP focusing on the fundamental principles of leadership development, communication, personal development, emotional intelligence and negotiation. Following the LDP, a post-course evaluation was administered to determine the participants’ overall experience, and suggestions for LDP improvement. Results: Forty-one of the forty-eight course participants completed the pre-course evaluation, whereas forty-six of the forty-eight participants completed the post-course evaluations. Overwhelmingly, the lack of opportunity was most prevalently reported as the main obstacle to attending a leadership course, as cited by 56% of respondents. Conclusion: Expanding the accessibility, diversity, and customizability of leadership programs can facilitate the development of personal tools needed to move healthcare forward. Critical topics include emotional intelligence and other differentiating leadership qualities that distinguish true transformational and servant leaders. Advancing leadership skills can stimulate networking, expose learners to experiential learning styles, inspire others to create positive change, and engender creative solutions for systematic improvements and health outcomes. Level of Evidence III; Individual Case-Control Studies. Objective (LDP SBTO (SBTO Paulo 4 2022 Methods Fortyeight Forty eight Test assessment interactions America schools experts precourse pre information 5point point 5 Likertscale. Likertscale Likert scale. scale Likert-scale oneday, oneday one day, day one-day communication negotiation postcourse post improvement Results Fortyone fortyeight forty fortysix six evaluations Overwhelmingly 56 respondents Conclusion accessibility diversity forward leaders networking styles change outcomes III CaseControl Case Control Studies 202 20 2

RESUMO Objetivo: Relatar a experiência e as impressões de cirurgiões de trauma ortopédico brasileiros participantes do Programa de Desenvolvimento de Liderança (PDL), organizado pela Sociedade Brasileira do Trauma Ortopédico (SBTO), em São Paulo, Brasil, em 4 de novembro de 2022. Métodos: Quarenta e oito cirurgiões de trauma ortopédico de cinco regiões diferentes do Brasil receberam um link para preencher o The Big Five Test, uma avaliação de personalidade on-line validada. O questionário estava disponível em português e pretendia fornecer informações básicas sobre traços de personalidade individuais e sua influência nas interações interpessoais. O PDL integrou conteúdo de análises de literatura específicas da América Latina, e programas de liderança estabelecidos pelas principais escolas de negócios e por vários especialistas no assunto. Antes do início do PDL, os participantes receberam uma pesquisa pré-curso solicitando informações demográficas, uma avaliação de necessidades e a priorização de tópicos de liderança utilizando uma escala Likert de 5 pontos. Os participantes participaram do PDL interativo de um dia com foco nos princípios fundamentais de desenvolvimento de liderança, comunicação, desenvolvimento pessoal, inteligência emocional e negociação. Após o PDL, foi realizada uma avaliação pós-curso para determinar a experiência geral dos participantes e sugestões para melhoria do PDL. Resultados: Quarenta e um dos quarenta e oito participantes do curso concluíram a avaliação pré-curso, enquanto quarenta e seis dos quarenta e oito participantes concluíram a avaliação pós-curso. A falta de oportunidade foi relatada com maior prevalência como o principal obstáculo para frequentar um curso de liderança, conforme citado por 56% dos entrevistados. Conclusão: Expandir a acessibilidade, a diversidade e a personalização dos programas de liderança podem facilitar o desenvolvimento de ferramentas pessoais necessárias para fazer avançar os cuidados de saúde. Os tópicos críticos incluem inteligência emocional e outras qualidades de liderança diferenciadas, que distinguem verdadeiros líderes transformacionais e servidores O avanço das competências de liderança pode estimular o networking, expor os alunos a estilos de aprendizagem experiencial, inspirar outros a criar mudanças positivas e gerar soluções criativas para melhorias sistemáticas dos resultados na saúde. Nível de Evidência III; Estudos de caso-controle individuais. Objetivo , (PDL) SBTO, SBTO (SBTO) Paulo 2022 Métodos Test online on line validada interpessoais Latina assunto précurso pré demográficas pontos comunicação pessoal negociação póscurso pós Resultados précurso, curso, póscurso. curso. 56 entrevistados Conclusão acessibilidade saúde diferenciadas networking experiencial III casocontrole caso controle (PDL (SBTO 202 20 2

Abstract Background There is a large literature on the significant impact of rearing factors in the psychological development of different child's learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education. Objective In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom. Methods Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables. Results Results showed parenting variables, parents’ education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students’ wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom. Conclusion The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement. childs child s schools education study styles difficulties performance (DinL classroom crosssectional cross sectional design 252 Spain. Spain . (Spain) coping effort autonomy SocialPhysical Social Physical Context understandingcareer understanding career interest, interest , interest) achievement 25 (Spain 2

Abstract The aim of this article is to present and describe part of the process of developing didactic material for an online course aimed at teaching French as a foreign language using the Moodle virtual environment. The asynchronous course was developed over the course of a year as part of a pedagogical and linguistic training program for French trainees, with the participation of two trainee students from an extension center at a Brazilian federal university. To this end, the research is based on the theoretical-methodological framework of Sociodiscursive Interactionism ( Bronckart, 1999 , 2021 ) and especially regarding the use of textual genres in the teaching and learning of languages ( Dolz; Schneuwly, 1998 ; Schneuwly; Dolz, 2004 ). The material proposes activities on the Moodle platform aimed at contributing to the development of students’ language capacities ( Schneuwly; Dolz, 2004 ; Stutz; Cristovão, 2011 ), possibly transferable to other genres. The results point to the effectiveness of the Moodle virtual environment for language teaching and the respective development of interactional activities that make it possible to act in a foreign language, due to the variety of resources offered by the platform, which can meet the demands and diverse learning styles. trainees university end theoreticalmethodological theoretical methodological Bronckart 199 202 Dolz Schneuwly 200 . Stutz Cristovão 201 styles 19 20 1 2

Resumo Este artigo tem por objetivo apresentar um relato de experiência sobre o processo de elaboração de material didático para um curso online destinado ao ensino de francês como língua estrangeira por meio do ambiente virtual de aprendizagem Moodle. O curso, de natureza assíncrona, foi desenvolvido no quadro de uma formação pedagógica e linguística para estagiários de francês e teve a participação de dois alunos-estagiários bolsistas em um centro de extensão de uma universidade federal brasileira. O curso baseia-se nos pressupostos teórico-metodológicos propostos pelo Interacionismo Sociodiscursivo ( Bronckart, 1999 , 2021 ) e no uso de gêneros textuais para o ensino-aprendizagem de línguas estrangeiras ( Dolz; Schneuwly, 1998 ; Schneuwly; Dolz, 2004 ). O material desenvolvido foi organizado de forma a desenvolver atividades na plataforma Moodle que visam tanto a sensibilizar ao aprendizado do francês por meio dos gêneros textuais quanto a contribuir para o desenvolvimento de capacidades de linguagem ( Schneuwly; Dolz, 2004 ; Stutz; Cristovão, 2011 ) dos alunos, possivelmente transferíveis a outros gêneros. Os resultados, após a elaboração do curso, apontam para a eficácia do ambiente virtual Moodle para o ensino de línguas e o respectivo desenvolvimento de atividades interacionais que possibilitam o agir em língua estrangeira, em virtude da variedade de recursos oferecidos pela plataforma, podendo atender a demandas e a estilos diversos de aprendizagem. assíncrona alunosestagiários alunos brasileira baseiase baseia se teóricometodológicos teórico metodológicos Bronckart 199 202 ensinoaprendizagem Dolz Schneuwly 200 . Stutz Cristovão 201 resultados 19 20 1 2

RESUMEN Introducción: el desarrollo de preferencias con respecto a los estilos de aprendizaje de un estudiante universitario sufre variaciones porque la nueva era tecnológica provoca un cambio en la manera en que se aprende, dado por un punto convergente: las Tecnologías de la Información y la Comunicación y el uso del teléfono inteligente, entre otros dispositivos digitales. Objetivo: explicar aspectos conceptuales y metodológicos que establecen la necesidad de un adecuado binomio estilos de aprendizaje-TIC en el proceso de enseñanza aprendizaje (PEA) de la educación superior actual. Métodos: mediante el análisis documental se revisó la bibliografía en español e inglés entre 2012 y 2022, se emplearon las bases de datos: Redalyc, Dialnet, SciELO, y Google Scholar. Las palabras clave fueron: estilos de aprendizaje, tecnologías de la información y la comunicación y proceso de enseñanza aprendizaje. Los criterios de selección se aplicaron a 145 fuentes bibliográficas identificadas inicialmente y fueron seleccionados 25 artículos. Desarrollo: se confrontaron criterios y se emitieron juicios relacionados con la necesidad de preparación de los docentes universitarios para utilizar las Tecnologías de la Información y la Comunicación en el proceso de enseñanza aprendizaje, teniendo en cuenta los estilos de aprendizaje de los estudiantes. Conclusiones: los estudiantes universitarios han desarrollado los estilos de aprendizaje en función de las Tecnologías de la Información y la Comunicación, lo cual exige la preparación docente en función de aplicar estrategias metodológicas contextualizadas para el logro de un adecuado binomio estilos de aprendizaje-Tecnologías de la Información y la Comunicación, que garantice un mejor ejercicio de su profesión.

ABSTRACT Introduction: the development of preferences with respect to the learning styles of a university student, it undergoes variations because the new technological era causes a change in the way in which one learns, given by a converging point: Information and Communication Technologies and the use of the smartphone, among other e- devices. Objective: explain conceptual and methodological aspects that establish the need for an adequate binomial of learning styles-ICT in the teaching-learning process (TLP) of current higher education. Methods: through documentary analysis, the bibliography was reviewed in Spanish and English from 2012 to 2022, the databases were used: Redalyc, Dialnet, SciELO, and Google Scholar. The keywords were: learning styles, information and communication technologies and teaching-learning process. The selection criteria were applied to 145 bibliographic sources initially identified and 25 articles were selected. Development: criteria were compared, and judgments were made related to the need to prepare university teachers to use Information and Communication Technologies in the teaching-learning process, considering the learning styles of the students. Conclusions: university students have developed learning styles based on Information and Communication Technologies, which requires teacher preparation based on applying contextualized methodological strategies to achieve an adequate binomial of learning styles-Information and Communication Technologies, which guarantees a better exercise of their profession.

RESUMEN Fundamento: la necesidad de formar un profesional de la salud preparado para su futuro desempeño, en consonancia con las actuales exigencias tecnológicas, demanda tareas docentes que posibiliten el uso de recursos educativos digitales como el portafolio digital estudiantil desde la formación de pregrado. Objetivo: describir el portafolio digital estudiantil confeccionado por los estudiantes de tercer año de la Licenciatura en Nutrición en la Facultad de Tecnología de la Salud y Enfermería. Métodos: se realizó una investigación cualitativa longitudinal, de septiembre a diciembre de 2023, en la Facultad de Tecnología de la Salud y Enfermería en la Universidad de Ciencias Médicas de Villa Clara, aplicando los métodos teóricos: histórico-lógico y analítico-sintético, empíricos: análisis documental; y matemáticos: la estadística descriptiva. Resultados: cada estudiante construyó su portafolio digital estudiantil recopilando fundamentalmente artículos en revistas certificadas, presentaciones electrónicas; y videos tomados fundamentalmente de la biblioteca de salud en línea. Conclusiones: el portafolio digital estudiantil fue diseñado, estructurado, orientado y controlado según las necesidades contemporáneas de uso de las tecnologías en función de los estilos de aprendizaje de los estudiantes, y permitió el desarrollo de habilidades tecnológicas en la recopilación de recursos facilitadores de la adquisición de conocimientos de la metodología de la investigación científica.

ABSTRACT Background: the need to train a health professional prepared for their future performance, in line with current technological demands, demands teaching tasks that enable the use of digital educational resources such as the student digital portfolio from undergraduate training. Objective: to describe the student digital portfolio prepared by third-year students of the Bachelor's Degree in Nutrition at the Faculty of Health Technology and Nursing. Methods: a longitudinal qualitative investigation was carried out, from September to December 2023, at the Faculty of Health Technology and Nursing at the University of Medical Sciences of Villa Clara, applying theoretical methods: historical-logical and analytical-synthetic, empirical: documentary analysis; and mathematicians: descriptive statistics. Results: each student built their student digital portfolio by mainly compiling articles in certified magazines, electronic presentations; and videos taken primarily from the online health library. Conclusions: the student digital portfolio was designed, structured, oriented and controlled according to the contemporary needs for the use of technologies based on the learning styles of the students, and allowed the development of technological skills in the compilation of resources that facilitate acquisition of knowledge of the scientific research methodology.

Abstract Background: Health education has experienced movements of change to its traditional model and the search for innovative propositions, which reorient the training of professionals in the face of the singularities of our Health System and the development of skills for the new times that are already present. In this sense, the work starts from the assumption that the exploration of technological strategies in health degrees enhances learning experiences capable of walking together with the technical rigor and humanization of care that is essential to health training. Objective: To evaluate the preference and satisfaction of students of health degrees in the use of different technologies in face-to-face higher education in relation to their learning styles (LS). Method: Prospective research with the participation of 114 first-year students of Nursing courses and Medicine at the Botucatu Medical School (FMB-Unesp) enrolled in the Interaction University Service Community course (IUSC I), who initially answered the LS questionnaire and, later, the questions about preference and satisfaction in using Moodle and Facebook in pedagogical activities. Student’s t-test was used to compare the averages and the χ2 test was used to compare proportions. The level of significance was set at 5% (α=0.05). Results: Regardless of graduation or gender, there was a predominance of reflective LS among students. Considering the LS, there was no difference in the use of Moodle and Facebook; however, there was greater preference and satisfaction for the use of Facebook in relation to Moodle, regardless of the LS. Conclusions: The use of technological resources, active methodologies, and LS mapping does not in itself guarantee the student’s role and autonomy in a new teaching-learning scenario. Digital literacy, forged in the negotiation and renegotiation of individual and collective experience, can only be achieved through pedagogical intentionality. Background propositions present sense Objective facetoface . (LS) Method 11 firstyear first year FMBUnesp FMB Unesp (FMB-Unesp IUSC I, I , I) later activities Students Student s ttest t χ proportions 5 α=0.05. α005 α α=0.05 0 05 (α=0.05) Results gender however Conclusions resources methodologies student teachinglearning teaching scenario literacy experience intentionality (LS 1 α00 α=0.0 (α=0.05 α0 α=0. (α=0.0 α=0 (α=0. α= (α=0 (α= (α

Resumo Introdução: A educação na saúde tem vivenciado movimentos de mudança do seu modelo tradicional e de busca por proposituras inovadoras, que reorientem a formação do profissional diante das singularidades de nosso Sistema de Saúde e do desenvolvimento de competências para os novos tempos que já se fazem presentes. Nesse sentido, o trabalho parte do pressuposto de que a exploração de estratégias tecnológicas nas graduações em saúde potencializa experiências de aprendizagem capazes de caminhar conjuntamente com o rigor técnico e a humanização do cuidado, imprescindíveis à formação em saúde. Objetivo: Avaliar a preferência e satisfação de estudantes de graduações em saúde na utilização de diferentes tecnologias na educação superior presencial em relação aos seus Estilos de Aprendizagem (EA). Método: Pesquisa de natureza prospectiva com participação de 114 alunos primeiro-anistas dos cursos de Enfermagem e Medicina da Faculdade de Medicina de Botucatu (FMB-Unesp) matriculados na disciplina Interação Universidade-Serviço-Comunidade (IUSC I), que responderam inicialmente ao questionário de EA e, posteriormente, às perguntas sobre preferência e satisfação no uso do Moodle e do Facebook em atividades pedagógicas. Para comparação das médias, utilizou-se o teste t de student e, para comparar proporções, utilizou-se o teste de χ2. Foi considerado nível de significância de 5% (α=0,05). Resultados: Independentemente da graduação ou do sexo, houve predomínio do EA Reflexivo entre os estudantes. Considerando o EA, não houve diferença no uso do Moodle e do Facebook, entretanto, observou-se maior preferência e satisfação pelo uso do Facebook em relação ao Moodle, independentemente do EA. Conclusões: O uso de recursos tecnológicos, metodologias ativas e mapeamento de EA não garante por si só o protagonismo e a autonomia do aluno em novo cenário de ensino-aprendizagem. A literacia digital, forjada na negociação e renegociação da experiência individual e coletiva, só poderá ser alcançada mediante intencionalidade pedagógica. Introdução inovadoras presentes sentido cuidado Objetivo . (EA) Método 11 primeiroanistas primeiro anistas FMBUnesp FMB Unesp (FMB-Unesp UniversidadeServiçoComunidade Universidade Serviço Comunidade IUSC I, I , I) posteriormente pedagógicas médias utilizouse utilizou proporções χ2 χ 5 α=0,05. α005 α α=0,05 0 05 (α=0,05) Resultados sexo entretanto observouse observou Conclusões tecnológicos ensinoaprendizagem. ensinoaprendizagem ensino aprendizagem. ensino-aprendizagem digital coletiva pedagógica (EA 1 α00 α=0,0 (α=0,05 α0 α=0, (α=0,0 α=0 (α=0, α= (α=0 (α= (α

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic exacerbated a global learning crisis with teaching and learning losses, impacting children's well-being and the management of their behaviours. AIM: The aim of this study was to explore how four Grade 3 educators managed the behaviours of learners in their classroom post-COVID-19. SETTING: The research was conducted in a quintile 5, full-service urban primary school in Cape Town, South Africa, with a educator -pupil ratio of 1:36. The majority of the learners spoke English, with the minority speaking Afrikaans, isiXhosa and French. METHODS: An interpretivist paradigm, qualitative approach and a case study were used as they allowed the researcher to gain an understanding about challenging behaviour management in Grade 3 post-COVID-19, by exploring multiple educators' subjective perceptions RESULTS: To answer the research question, 'What types of challenging behaviours are Grade 3 learners exhibiting post-COVID-19 and how are educators managing these challenging behaviours in Grade 3 learners post-COVID-19?'. Three themes emerged: (1) the types of behaviours learners exhibited, (2) their views on proactive and reactive management styles and (3) the challenges experienced by the educators while managing the learners' behaviours. CONCLUSION: The types of behaviours exhibited included: physical, verbal and academic behavioural challenges. Proactive strategies appeared to be the most preferred management strategy of choice with a higher success rate. External factors created difficulties for educators to maintain consistent standards of behaviour management. CONTRIBUTION: This research study contributes to the knowledge and field of behaviour management and inclusive education within the Foundation Phase of South African schools post-COVID-19.

Resumo Objetivo. Determinar os efeitos de um Programa de Auto-liderança (PAL), composto por oito workshops e uma abordagem de aprendizagem experiencial, em estudantes de mestrado que têm uma pontuação alta no antagonismo TP. O objetivo é proporcionar uma aprendizagem mais abrangente aos estudantes por meio da incorporação do desenvolvimento de competências emocionais (DCE), e assim facilitar a atuação de um estilo de liderança mais pró-social. Metodologia. Foi conduzido um estudo quase experimental (n=126). Foram aplicados instrumentos de auto-relato de desenvolvimento de competências emocionais (DCE) (QDE_A35) de Bisquerra e Pérez-Escoda, bem como a subescala de amabilidade-antagonismo dos Big Five. Resultados. Os resultados dos testes ANCOVA revelaram mudanças significativas nos participantes com TP antagônicos, quando comparados ao outro grupo de estudantes que, tendo o mesmo traço de personalidade, não participaram no programa (grupo de controlo). As mudanças significativas foram observadas no (i) DCE total, e (ii) as subdimensões de consciência emocional (CoE), regulação emocional (ER) e autonomia emocional (EA). Pelo contrário, não foram observadas diferenças em competências sociais (CS) e bem-estar emocional (BE). Conclusão. O Programa de Autoliderança analisado mostra-se como uma formação que contribui claramente para o DCE de estudantes com notas altas em antagonismo.

Resumen Objetivo. Determinar los efectos de un programa de autoliderazgo (PAL), formado por ocho talleres y un enfoque de aprendizaje experiencial, en estudiantes de nivel máster que tienen una puntuación elevada en el RP antagonismo. Con la finalidad de procurar un aprendizaje más integral del alumnado, incorpora el desarrollo competencial emocional (DCE) y facilita, con ello, el desempeño de un estilo de liderazgo más prosocial. Metodología. Diseño cuasi experimental ex post facto (n=126), se aplican los instrumentos autoinformados de desarrollo competencial emocional (DCE) (QDE_A35) de Bisquerra y Pérez-Escoda, así como la subescala de amabilidad-antagonismo del Big Five. Resultados. Las pruebas ANCOVA revelan cambios significativos en las personas participantes con RP antagónico, al compararlas con otro grupo de estudiantes que teniendo el mismo rasgo de personalidad no participaron en el programa (Grupo de Control), en: (i) DCE total, y (ii) las subdimensiones de consciencia emocional (CoE), regulación emocional (RE), y autonomía emocional (AE). Por el contrario, no se apreciaron diferencias en: competencias sociales (CS) y bienestar emocional (BE). Conclusión. El programa de autoliderazgo analizado demuestra ser una formación que contribuye de manera clara al DCE del alumnado con puntuaciones altas en antagonismo.

Abstract Objective. This study aims to understand the effects of an eight-workshop self-leadership program using an experiential learning approach on master’s students with high antagonistic personality traits scores. The study seeks to examine, more comprehensively, the impact of incorporating emotional competence development into a restricted technical competence approach, as a method to facilitate antagonistic students to develop prosocial leadership styles. Methodology. The quasi-experimental ex post facto design (n=126) study implemented self-reported instruments, including the Bisquerra and Pérez-Escoda for the Emotional Competences questionnaire (QDE_A35) and the agreeableness-antagonism sub-scale of the Big Five. Results. The ANCOVA tests revealed significant changes in antagonistic students who attended the self-leadership program (experimental group) compared to those who did not and formed part of the control group. Specifically, the experimental group showed changes in total emotional competence, as well as in the sub-dimensions of emotional awareness, emotional regulation, and emotional autonomy. However, no differences were reported in social competencies and emotional well-being. Conclusion. The self-leadership program analyzed in this study contributes to the development of emotional competence in students with high scores in antagonism.