(Created page with "==1 Title, abstract and keywords<!-- Your document should start with a concise and informative title. Titles are often used in information-retrieval systems. Avoid abbreviatio...")
 
m (Danieldomingo moved page Review 879640190489 to Montane et al 2024a)
 
(3 intermediate revisions by one other user not shown)
Line 1: Line 1:
−
==1 Title, abstract and keywords<!-- Your document should start with a concise and informative title. Titles are often used in information-retrieval systems. Avoid abbreviations and formulae where possible. Capitalize the first word of the title.
+
==Educating for Critical Thinking, Assertiveness and Emotional Self-Regulation on Smartphones: A Scoping Review==
−
 
+
−
Provide a maximum of 6 keywords, and avoiding general and plural terms and multiple concepts (avoid, for example, 'and', 'of'). Be sparing with abbreviations: only abbreviations firmly established in the field should be used. These keywords will be used for indexing purposes.
+
−
 
+
−
An abstract is required for every document; it should succinctly summarize the reason for the work, the main findings, and the conclusions of the study. Abstract is often presented separately from the article, so it must be able to stand alone. For this reason, references and hyperlinks should be avoided. If references are essential, then cite the author(s) and year(s). Also, non-standard or uncommon abbreviations should be avoided, but if essential they must be defined at their first mention in the abstract itself. -->==
+
−
 
+
  
 +
==Smartphone, learner-driven, soft leadership skills, digital equality, adult education, scoping review==
  
 +
==Future business leaders must possess digital competence and soft skills like critical thinking, assertiveness, and emotional self-regulation. Traditional training and development methods lack flexibility, thus hindering adaptability. Smartphones, ubiquitous, adaptable, and providing the most digital equality among m-learning platforms, play a crucial educational role as demonstrated by many applications for language learning or academic content in math, history, or science. However, it remains unclear if user-generated interactions in mobile apps can develop soft leadership skills. This research, conducted within the guidelines of a PRISMA scoping review, aims to validate smartphones as a quality medium for acquiring soft leadership skills. It explores mobile apps as a learner-driven, flexible, universal, timeless, and fast alternative to traditional training methods for leadership skills such as critical thinking, assertiveness, and emotional self-regulation.==
  
 
==2 The main text<!-- You can enter and format the text of this document by selecting the ‘Edit’ option in the menu at the top of this frame or next to the title of every section of the document. This will give access to the visual editor. Alternatively, you can edit the source of this document (Wiki markup format) by selecting the ‘Edit source’ option.
 
==2 The main text<!-- You can enter and format the text of this document by selecting the ‘Edit’ option in the menu at the top of this frame or next to the title of every section of the document. This will give access to the visual editor. Alternatively, you can edit the source of this document (Wiki markup format) by selecting the ‘Edit source’ option.

Latest revision as of 14:49, 31 May 2024

Educating for Critical Thinking, Assertiveness and Emotional Self-Regulation on Smartphones: A Scoping Review

Smartphone, learner-driven, soft leadership skills, digital equality, adult education, scoping review

Future business leaders must possess digital competence and soft skills like critical thinking, assertiveness, and emotional self-regulation. Traditional training and development methods lack flexibility, thus hindering adaptability. Smartphones, ubiquitous, adaptable, and providing the most digital equality among m-learning platforms, play a crucial educational role as demonstrated by many applications for language learning or academic content in math, history, or science. However, it remains unclear if user-generated interactions in mobile apps can develop soft leadership skills. This research, conducted within the guidelines of a PRISMA scoping review, aims to validate smartphones as a quality medium for acquiring soft leadership skills. It explores mobile apps as a learner-driven, flexible, universal, timeless, and fast alternative to traditional training methods for leadership skills such as critical thinking, assertiveness, and emotional self-regulation.

2 The main text

3 Bibliography

4 Acknowledgments

5 References

Back to Top
GET EPUB

Document information

Published on 31/05/24
Submitted on 29/04/24

Licence: CC BY-NC-SA license

Document Score

0

Views 0
Recommendations 0

Share this document

Keywords

• • • • •

claim authorship

Are you one of the authors of this document?

I am an author