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Transforming research capacity: an effective and efficient action learning development framework for young scientists.

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Název: Transforming research capacity: an effective and efficient action learning development framework for young scientists.
Autoři: Santiago, Christian M.1 christiansantiago@ascot.edu.ph, Santos, John Paul E.2, Mangawang, Jomer B.1
Zdroj: Action Learning: Research & Practice. Nov2025, Vol. 22 Issue 3, p305-318. 14p.
Témata: ACTIVE learning, CAPACITY building, SCIENCE education, DATA management, SCIENTISTS
Abstrakt: This study introduces an Action Learning – Professional Development Framework (AL-PDF) designed to enhance research skills among young agricultural scientists in a rural institution. The framework tackles issues such as limited research capacity, the absence of formal professional development (PD) pathways, and limited resources. Beyond our institution, AL-PDF helps democratize research training worldwide by offering a model suitable for resource-constrained settings and promoting action learning scholarship in science education. AL-PDF incorporates principles of Action Learning, emphasizing problem identification, structured action planning, execution, and reflective review. It involved young scientists who engaged in three cycles of AL-PDF over five months, evaluated through structured observations, focus group discussions, and thematic analysis. The results show notable improvements in critical thinking, problem-solving, data management, scientific experimentation, and communication skills. Implementing AL-PDF significantly boosted these skills among young agricultural scientists. The framework's cyclical, structured design fostered collaboration, mentorship, and iterative learning, enabling participants to refine their research approaches effectively. We also recommended enhancements to improve the framework and its impact. [ABSTRACT FROM AUTHOR]
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Abstrakt:This study introduces an Action Learning – Professional Development Framework (AL-PDF) designed to enhance research skills among young agricultural scientists in a rural institution. The framework tackles issues such as limited research capacity, the absence of formal professional development (PD) pathways, and limited resources. Beyond our institution, AL-PDF helps democratize research training worldwide by offering a model suitable for resource-constrained settings and promoting action learning scholarship in science education. AL-PDF incorporates principles of Action Learning, emphasizing problem identification, structured action planning, execution, and reflective review. It involved young scientists who engaged in three cycles of AL-PDF over five months, evaluated through structured observations, focus group discussions, and thematic analysis. The results show notable improvements in critical thinking, problem-solving, data management, scientific experimentation, and communication skills. Implementing AL-PDF significantly boosted these skills among young agricultural scientists. The framework's cyclical, structured design fostered collaboration, mentorship, and iterative learning, enabling participants to refine their research approaches effectively. We also recommended enhancements to improve the framework and its impact. [ABSTRACT FROM AUTHOR]
ISSN:14767333
DOI:10.1080/14767333.2025.2554606