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Research Article
Defining Functional Expertise Within the VFC Competence Framework: A Systematic Review and Structure for Key Dimensions of Functional Expertise
Mustafa Abdel Mohiman
,
Abdullah Salem*,
Yasser Nasr Eldin
Issue:
Volume 11, Issue 2, December 2025
Pages:
58-72
Received:
19 June 2025
Accepted:
3 July 2025
Published:
19 July 2025
Abstract: In this paper we introduce the Functional Expertise Dimension as a corner stone of VFC competence framework. Based on the systematic review of scientific papers and practical models, the concept of Functional Expertise is theoretically specified along three dimensions: Role-Specific Domain, Digital Agility Domain, and Interdisciplinary Domain. These dimensions are comparable to the ability of the person for constant renewal of roles, of technology utilization, and inter disciplinary work. The paper anchors Functional Expertise in Classical Cognitive Psychology and in the Visionary Management literatures, to provide an integration of behavioral characteristics with developmental requirements and with strategic consequences. This study consolidates the theoretical foundations, empirical evidence, and strategic implications of these areas through a systematic literature review. It then organizes them much like a coherent dimension that this interacts with the Cognitive Psychology Dimension (mindset, adaptability, self-regulation) and in addition the Visionary Management Dimension (strategic alignment, leadership, scalability). Interpretatively, the descriptions provide an understanding of the notion of how Functional Expertise grows, functions and how it supports both individual performance and organizational readiness; it becomes a key connector of the dots in creating future-focused competence ecosystems at the nexus of intentions and work and organizational action. Results suggest that mindset and direction are critical enablers in the creation of capability. The study implements an objectivist qualitative analysis structure and concepts Functional Expertise as a scalable, well-founded construct for workforce development in the future.
Abstract: In this paper we introduce the Functional Expertise Dimension as a corner stone of VFC competence framework. Based on the systematic review of scientific papers and practical models, the concept of Functional Expertise is theoretically specified along three dimensions: Role-Specific Domain, Digital Agility Domain, and Interdisciplinary Domain. Thes...
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Research Article
The Influence of Digital Literacy Challenges on the Enhancement of Teaching Abilities Among Rural Educators: Evidence from Western Guangdong, China
Lin Wang*,
Huang Yanfen
Issue:
Volume 11, Issue 2, December 2025
Pages:
73-86
Received:
25 June 2025
Accepted:
4 July 2025
Published:
23 July 2025
Abstract: Rural teachers play a pivotal role in the digital transformation of rural education, acting as both advocates and implementers. They also bear the significant responsibility and mission of fostering the development of digital villages. However, while the digitization of education presents valuable opportunities for rural teachers, their limited digital literacy hinders their capacity to engage effectively in the transformation process. This study aims to examine the current state of digital literacy among rural primary and secondary school teachers and investigate the underlying factors contributing to the challenges that impede the enhancement and growth of their digital competencies. The study examined and analyzed the digital literacy of 1,220 rural teachers in western Guangdong, China. The findings revealed significant regional disparities across five dimensions: professional development, digital awareness, digital application, knowledge and skills related to digital technology, and digital social responsibility among teachers. Notably, the degree of these differences increased with the remoteness of the region. Furthermore, the impact of digital literacy on teacher roles was found to be particularly significant for ordinary teachers as well as for principals and administrators. In addition, there are notable disparities in professional development among teachers at various educational stages. The study identified that the primary challenge hindering the enhancement of digital literacy among rural teachers in China is the difficulty in transforming digital awareness and skills. Furthermore, there exists a significant hierarchical differentiation in the digital literacy levels of these educators. The issue of unbalanced professional development is particularly pronounced across different educational stages. The findings not only offer new empirical evidence for advancing the digital literacy framework for rural teachers in China but also serve as an important reference for research aimed at improving the digital literacy of rural educators in other regions.
Abstract: Rural teachers play a pivotal role in the digital transformation of rural education, acting as both advocates and implementers. They also bear the significant responsibility and mission of fostering the development of digital villages. However, while the digitization of education presents valuable opportunities for rural teachers, their limited dig...
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Research Article
Personal Resilience and Motivation as Correlates of In-Role Performance of Accounting Personnel in Large-Scale Business Organisations
Joshua Samson Salasi*,
Ugwoke Ernest Ohayi
Issue:
Volume 11, Issue 2, December 2025
Pages:
87-95
Received:
20 June 2025
Accepted:
18 July 2025
Published:
7 August 2025
Abstract: As dynamic business environments demand greater adaptability and sustained productivity, understanding the psychological and motivational factors influencing employee performance becomes critical. This study investigates the correlation between personal resilience and motivation with in-role performance of accounting personnel in large-scale business organisations. Three research hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational research design, through the use of questionnaires designed and administered to a target population of 306 respondents which involves accounting personnel in large-scale business organizations in North-Central Nigeria. A reliability test was also conducted and analyzed using Cronbach Alpha coefficient method on the instrument which yielded an overall reliability coefficient of 0.85. Data generated from the use of the questionnaire was analyzed with Statistical Package for Social Sciences (SPSS) using linear regression Analyses for research hypotheses formulated for the study. The findings indicate that personal resilience and motivation significantly correlates with in-role performance of accounting personnel in large-scale business organizations in North-Central Nigeria. It is recommended that personal resilience and motivation are essential factors for business leaders and human resource managers to seek and enhance employee performance through targeted interventions, such as resilience training and motivation-enhancing strategies. The study concludes that fostering a resilient and motivated accounting workforce is key to sustaining high performance in large-scale business organizations.
Abstract: As dynamic business environments demand greater adaptability and sustained productivity, understanding the psychological and motivational factors influencing employee performance becomes critical. This study investigates the correlation between personal resilience and motivation with in-role performance of accounting personnel in large-scale busine...
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Research Article
Adaptive Intelligence & Thriving Mindset: A Developmental Competency for Youth Flourishing in the ZAT Framework
Issue:
Volume 11, Issue 2, December 2025
Pages:
96-108
Received:
23 July 2025
Accepted:
6 August 2025
Published:
28 August 2025
DOI:
10.11648/j.ijvetr.20251102.14
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Abstract: This paper reconceptualizes Resilience as Adaptive Intelligence & Thriving Mindset—a foundational developmental competency within ZAT Framework. As a teachable and measurable capacity, this competence provides youth with the cognitive flexibility, emotional awareness, and planned action needed to thrive in the face of adversity and to step into thriving for good. Structured around the KSAH model—Knowledge, Skills, Attitudes, and Habits—age-banded developmental outcomes (14-16, 17-19, 20-24) are also provided in order to assist in promoting developmental progress and focused intervention. The research anchors Adaptive Intelligence & Thriving Mindset as a principled, cross-cutting competence central to well-being for youth and lifelong agency. AI-augmented formative feedback mechanisms are also incorporated into the model and are grounded in psychological literature on behavior change and learning, using behavioral cues (e.g., reflective language use, help-seeking, recovery patterns) to personalize learning support and guide developmental progression. This paper contributes both a conceptual structure and a practical roadmap for embedding adaptive intelligence into educational and mentoring systems, offering implications for future application and contextual validation across diverse sociocultural environments. This study employed a conceptual and developmental research design to articulate and structure Adaptive Intelligence & Thriving Mindset as a core competency within the ZAT Framework. Given the paper’s aim to construct a scalable, ethically grounded model, the methodology focused on synthesizing established literature, benchmarking cross-framework models, and aligning with ZAT’s psycho-developmental architecture.
Abstract: This paper reconceptualizes Resilience as Adaptive Intelligence & Thriving Mindset—a foundational developmental competency within ZAT Framework. As a teachable and measurable capacity, this competence provides youth with the cognitive flexibility, emotional awareness, and planned action needed to thrive in the face of adversity and to step into thr...
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