The impact of intercultural competence on task-based approach for developing employability skills among technical students
DOI:
https://doi.org/10.29352/mill0224.34482Keywords:
employability skills; intercultural competence; job market; task-based approach; technical studentsAbstract
Introduction: In the contemporary globalized and interconnected landscape, technical students pursuing successful career paths must possess indispensable employability skills. This paper acknowledges the shifting demands within the job market, where mere technical expertise may no longer suffice.
Objective: In response to this imperative, the study suggests the implementation of a Task-Based methodology, wherein students actively engage in genuine, real-world assignments that mimic the professional challenges they are likely to encounter in their future careers. These practical tasks serve as catalysts for developing employability skills. Moreover, this approach incorporates the integration of Intercultural Competence into the educational framework. This adaptation recognizes the growing diversity within workplaces and aims to equip technical students with the competencies needed. Intercultural Competence encompasses cultural awareness, empathy, communication abilities, and proficiency in working harmoniously within multicultural teams.
Methods: This research adopts a quantitative approach, where an online questionnaire is distributed via Google Forms to assess the effectiveness of the Task-Based Approach through Intercultural Competence. The study examines a sample size of 500 technical students from selected colleges in Madhya Pradesh. The statistical technique employed for analysis is Linear Regression in the SPSS software, enabling the exploration of correlations and variations among independent and dependent variables.
Results: The results show that there is a high correlation between the variables, as well as showing the significance of the model.
Considering the limitations of the study, the benefits of implementing a task-based approach through Intercultural Competence are evident. The challenge may include designing culturally relevant tasks, ensuring that faculty members are adequately trained to facilitate intercultural learning, and assessing students' progress in the areas of technical and transversal competencies.
Conclusion: Overall, this study underscores the significance of Task-Based learning and Intercultural Competence in nurturing employability skills among technical students, thereby making a meaningful contribution to their personal and professional advancement.
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