References
- Andrade, M. S. (2020). Cross-cutting skills: strategies for teaching & learning. Higher Education Pedagogies. https://doi.org/10.1080/23752696.2020.1810096
- Bieńkowska, A., Ludwikowska, K., Tworek, K., & Walecka-Jankowska, K. (2019). Competences necessary in the work of HEI academic teachers – Shaping the pedagogical skills profile. Transactions of the Universities of Košice, 1(1), 1-12.
- Care, E., Griffin, P., & Wilson, M. (2017). Assessment and teaching of 21st Century Skills: Research and applications. Springer. https://doi.org/10.1007/978-3-319-65368-6
- Casad, B. J., Franks, J. E., Garasky, C. E., Kittleman, M. M., Roesler, A. C., Hall, D. Y., & Petzel, Z. W. (2021). Gender inequality in academia: Problems and solutions for women faculty in STEM. Journal of Neuroscience Research, 99(1), 13-23. https://doi.org/10.1002/jnr.24631
- Chalaris, M., Gritzalis, S., Maragoudakis, M., Sgouropoulou, C., & Tsolakidis, A. (2014). Improving quality of educational processes providing new knowledge using data mining techniques. Procedia - Social and Behavioral Sciences, 147, 390-397. https://doi.org/10.1016/j.sbspro.2014.07.117
- Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125-136. https://doi.org/10.1016/j.tate.2018.04.015
- Collinson, V. (2004). Learning to share, sharing to learn: Fostering organizational learning through teachers’ dissemination of knowledge. Journal of Educational Administration and History, 42(3), 312-332. https://doi.org/10.1108/09578230410534658
- Houston, D., Meyer, L. H., & Paewai, S. (2006). Academic staff workloads and job satisfaction: Expectations and values in Academe. Journal of Higher Education Policy and Management, 28(1), 17–30. https://doi.org/10.1080/13600800500283734
- García-Martínez, I., Pérez-Ferra, M., Ubago-Jiménez, J. L., & Quijano-López, R. (2019). Promoting professional development for teachers through a scale of competence assessment. Research in Social Sciences and Technology, 4(2), 147-162. https://doi.org/10.46303/ressat.04.02.11
- Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), pp.87–100. https://doi.org/10.1177/1469787404040463
- Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills, 1-15. Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5_1
- Huang, B., Jong, M. S-Y., Tu, Y.-F., Hwang, G.-J., Chai, C. S., & Jiang, M. Y.-C. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education, 189, 104577. https://doi.org/10.1016/j.compedu.2022.104577
- Kutsak, L., Zaskalieta, S., Hamorak, H., Hreniuk, L. and Parshuk, S. (2023). Components of professional competence and innovative professional activity of an hei teacher. Revista Eduweb, 17(3), 222-234. https://doi.org/10.46502/issn.1856-7576/2023.17.03.19
- Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
- Marzo-Navarro, M., & Berné-Manero, C. (2022). Analysing cross-cutting competencies learning in an online entrepreneurship context. Education and Information Technologies, 28(1), 5551-5565. https://doi.org/10.1007/s10639-022-11359-z
- Mashaya, J. M., Nsibande, N. H., & David, M. (2022). Professional development of school leaders in supporting effective teaching and learning in the Shiselweni region, Eswatini. International Journal of Scientific Research and Management (IJSRM), 10(05), 2385–2397. https://doi.org/10.18535/ijsrm/v10i5.e109
- Mulder, M. (2014). Conceptions of Professional Competence. International Handbook of Research in Professional and Practice-Based Learning, 107-137. https://doi.org/10.1007/978-94-017-8902-8_5
- Lay, K. J. (2019). Reverse internationalization? Policies and Initiatives for the Internationalization of Higher Education, 32-53. https://doi.org/10.4018/978-1-5225-5231-4.ch003
- Nordine, J., & Lee, O. (2021). Crosscutting concepts: Strengthening science and engineering learning. National Science Teaching Association.
- Sá, M., & Serpa, S. (2018). Transversal competences: Their importance and learning processes by higher education students. Education Sciences, 8(3), 126. https://doi.org/10.3390/educsci8030126
- Safin, R., Korchagin, E., Vildanov, I., & Abitov, R. (2020). On professional and pedagogical competence development of technical university teaching staff. IOP Conference Series: Materials Science and Engineering, 890(1), 012167. https://doi.org/10.1088/1757-899x/890/1/012167
- Schoen, C., Rost, K., & Seidl, D. (2018). The influence of gender ratios on academic careers: Combining social networks with tokenism. PloS One, 13(11), e0207337. https://doi.org/10.1371/journal.pone.0207337
- Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41, 331-357. https://doi.org/10.1146/annurev-soc-071312-145659
- UN ESCWA. (2001). Academic staff. United Nations Economic and Social Commission for Western Asia. https://www.unescwa.org/sd-glossary/academic-staff
- Wojslaw, M., Pereira, L., & Blumetti, F. (2020). How to Map Employees’ Competencies for More Innovative Higher Education Institutions? The Case of a Brazilian Interdisciplinary University. Smart innovation, systems, and technologies, 198(1), pp.298–313. https://doi.org/10.1007/978-3-030-55374-6_30