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Research Article
Interdisciplinary Knowledge Integration and Application as a Cognitive Competence: A Developmental Model Within the VFC Framework
Mohammad Moharram,
Abdullah Hussein Salem
,
Yasser Nasr Eldin,
Wael Ahmed Abdalla*
Issue:
Volume 12, Issue 2, December 2026
Pages:
26-39
Received:
9 February 2026
Accepted:
24 February 2026
Published:
8 July 2026
Abstract: This paper conceptualizes Interdisciplinary Knowledge Integration and Application (IKIA) as a critical cognitive competence within the Cognitive Psychology Dimension of the VFC Competence Framework. In response to increasing demands for interdisciplinary problem-solving in education and workforce development, IKIA is positioned as a developmental construct that enables learners to synthesize, abstract, and transfer knowledge across disciplinary boundaries. Grounded in schema theory, experiential learning, cognitive load theory, and knowledge transfer models, the study explains how IKIA supports higher-order cognitive processing and adaptive expertise. The research applies the VFC’s KSAH model—Knowledge, Skills, Attitudes, and Habits—to systematically map the progression of IKIA from novice-level awareness to expert-level integration, innovation, and leadership. Using thematic synthesis and an analysis of empirical micro-cases, the paper illustrates how IKIA manifests cognitively, psychologically, and socially in real-world learning and professional contexts. In addition, the study examines the interaction between IKIA and complementary competencies, particularly Collaborative Intelligence & Influence (CI2), highlighting how interdisciplinary integration is strengthened through social collaboration and collective reasoning. The paper concludes by proposing outcome-based learning indicators and outlining future research directions for the assessment, instructional design, and practical application of IKIA. Overall, this work advances the operationalization of interdisciplinary competence by framing IKIA as a measurable and teachable cognitive capacity, contributing to the development of ethically grounded competence-based education models for 21st-century learners.
Abstract: This paper conceptualizes Interdisciplinary Knowledge Integration and Application (IKIA) as a critical cognitive competence within the Cognitive Psychology Dimension of the VFC Competence Framework. In response to increasing demands for interdisciplinary problem-solving in education and workforce development, IKIA is positioned as a developmental c...
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Research Article
Impact of the ALSD II Project on Youth Access to Alternative Learning and Skills Development Centres in Zanzibar
Issue:
Volume 12, Issue 2, December 2026
Pages:
40-51
Received:
19 May 2026
Accepted:
1 June 2026
Published:
17 July 2026
Abstract: This study aimed to evaluate the ALSD II project's contribution to improving the accessibility of alternative learning and skills-development training for the targeted youth in Zanzibar. The study was anchored in the CIPPI evaluation model and employed a mixed method approach under the convergent design. The target population comprised 3,432 participants, including 11 ALSD II institutions, 3,237 youth graduates, 180 trainers, 11 institutional coordinators, and 3 staff members from Civil Society Organizations serving as community representatives. The study used total population sampling for the institutions, stratified proportionate sampling for 324 youth graduates and 54 trainers, and total population sampling for three (3) Civil Society Organisation staff to select the sample. Data collection involved questionnaires for quantitative data and interview guides, document analysis, and observation guides for qualitative data. Instrument validity was ensured through expert review by the Department of Psychology and Curriculum Studies at Mwenge Catholic University. A pilot study was conducted with a sample size of 10% of the target population. The reliability of the questionnaires with Likert-type items was confirmed using Cronbach’s Alpha, yielding coefficients of 0.906 for youth and 0.769 for trainers. The trustworthiness of the qualitative data was ensured through triangulation and member checking. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed using thematic analysis. Ethically, clearance letters, research permits, informed consent, confidentiality, anonymity, and proper referencing were strictly observed. Findings show that the ALSD II Project improved access to training centres through increased community awareness, improved infrastructure, strategic placement of centres, flexible entry requirements, and community sensitisation. These factors contributed to increased enrolment and completion rates. However, persistent barriers were identified, including dropout cases, limited disability inclusion, and inadequate financial support, which affected equitable access among vulnerable youth groups. In conclusion, the ALSD II project has enhanced access to Alternative Learning and Skills Development Centres among targeted youth in Zanzibar, with challenges like infrastructure, financial issues, and persistent dropout recorded in every centre. The study recommends that ALSD centres establish robust mechanisms to prevent youth dropout, while the MoEVT should strengthen disability-inclusive infrastructure to improve the equitable distribution and standardisation of access strategies for all targeted youth.
Abstract: This study aimed to evaluate the ALSD II project's contribution to improving the accessibility of alternative learning and skills-development training for the targeted youth in Zanzibar. The study was anchored in the CIPPI evaluation model and employed a mixed method approach under the convergent design. The target population comprised 3,432 partic...
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Research Article
An Integrated Approach to Professional Music Education in Russia as a Quality Guarantee
Lola Aburavifovna Dzhumanova*
Issue:
Volume 12, Issue 2, December 2026
Pages:
52-57
Received:
16 July 2026
Accepted:
25 August 2026
Published:
4 September 2026
Abstract: The professional music education system in Russia, which has existed for just over 160 years, began to develop from higher education and gradually evolved into a three-tier system: school - college - university. During its crystallization, two fundamental trends emerged that enabled the necessary quality of musical training, ensuring the competitiveness of university graduates and their high level of musical development. The first is connected with the historical process of crystallization of the music education system – the creation of a three-stage system of music education, which allows for the achievement of the necessary professional training of a musician. It is well known that the foundations of music education in Russia are laid in the preschool period, when children are most receptive to learning through playful activities. This period can also have a general developmental nature. The second stage of education, in this case, selects those focused on further musical professional activity. It allows for a deeper understanding of the fundamentals of the musical profession and the acquisition of fundamental knowledge. The final stage of training is reaching a qualification level, allowing the student to become a bearer of a unique professional "genetic code," passing on their skills to future generations of aspiring musicians. Another key feature of the training of professional musicians is the comprehensive approach to the educational system. The opportunity for comprehensive cultural and musical development for future performers allows them to avoid narrowly focused training, while also offering ample opportunities for career advancement in their post-graduate years. The aim of this study is to identify the sources of productivity in music education and understand the learning mechanisms that guarantee its effectiveness. The methods for studying this phenomenon include the historical specifics of the system's creation, as well as an analysis of the internal content of the educational structure.
Abstract: The professional music education system in Russia, which has existed for just over 160 years, began to develop from higher education and gradually evolved into a three-tier system: school - college - university. During its crystallization, two fundamental trends emerged that enabled the necessary quality of musical training, ensuring the competitiv...
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Research Article
Quality Assurance in Drone Maintenance Training for Workforce Development in Elect-Elect Engineering Technology in Polytechnics in South-South Nigeria
Osakwe Sunday Adonis*,
Igwebuike Edward Dimkpa,
Caroline Ogbowu,
Gerald Ngozi Ezeka,
Oputa Tochukwu Richard
Issue:
Volume 12, Issue 2, December 2026
Pages:
58-67
Received:
3 September 2026
Accepted:
14 September 2026
Published:
27 September 2026
Abstract: This study examined quality assurance in drone maintenance training as a foundation for sustainable workforce development in Electrical/Electronic Engineering Technology education in polytechnics in South-South Nigeria. The study adopted a descriptive research design. A purposive sampling technique was used to select 253 respondents, comprising 181 Electrical/Electronic Engineering Technology lecturers from eleven polytechnics and 72 industrial drone maintenance officers from drone-related industries in South-South Nigeria. Data were collected using a structured questionnaire titled Drone Maintenance Module Questionnaire (DMMQ). The instrument was subjected to face and content validation by three experts, while its reliability was established using Cronbach's alpha, which yielded an average reliability coefficient of 0.89. Data were analyzed using mean, standard deviation, and independent-samples t-test. A criterion mean of 3.50 was used to determine acceptance of the questionnaire items, while the null hypotheses were tested at the 0.05 level of significance. The findings showed that the quality assurance components were required for effective drone maintenance training, with grand mean scores of 4.00 for Electrical/Electronic Engineering Technology lecturers and 4.04 for industrial drone maintenance officers. The identified drone maintenance competencies also received grand mean scores of 4.07 and 4.05, respectively. The independent-samples t-test showed no significant difference between the two respondent groups for quality assurance components (t = .83, p = .408) and drone maintenance competencies (t = .40, p = .691). The study concludes that effective drone maintenance training requires a comprehensive quality assurance system encompassing relevant curriculum content, competent instructors, functional workshops, adequate tools and equipment, practical and competency-based training, appropriate assessment, industry collaboration, safety practices, regulatory compliance, and continuous programme improvement. It recommends phased and collaborative investment in training drones and diagnostic equipment, alongside stronger quality assurance mechanisms and industry linkages, to support employability, entrepreneurship, adaptability, and sustainable workforce development.
Abstract: This study examined quality assurance in drone maintenance training as a foundation for sustainable workforce development in Electrical/Electronic Engineering Technology education in polytechnics in South-South Nigeria. The study adopted a descriptive research design. A purposive sampling technique was used to select 253 respondents, comprising 181...
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