Preparation of future bachelors in psychology to support the war witnesses in information and educational environment

Prepara on of future bachelors in psychology to support the war witnesses in informa on and educa onal environment --------- Preparação de futuros bacharéis em Psicologia para apoiar as testemunhas de guerra em ambiente informa vo e educa vo --------- Preparación de futuros licenciados en psicología para apoyar a los tes gos de guerra en el ámbito informa vo y educa vo Serhii Tiu unnyk1 Petro Skliar2 Olga Gubaryeva3 Yuliia Pentko4 Kseniia Androsovych5 Abstract. The relevance of the selected topic stems from the impera ve to equip psychologists with the requisite skills to eff ec vely support individuals who are witnessing the war under mar al law in Ukraine as well as to navigate the socioeconomic adversi es that arise during such tumultuous  mes. The purpose of the current study is to empirically validate the effi cacy of an integrated model for training future bachelors in psychology to support war witnesses, while evalua ng its impact on their knowledge, skills, and competencies. Such methods as monitoring academic performance, ques onnaires, tes ng were u lized. To analyze the results obtained, the methods of descrip ve sta s cs, the Mann-Whitney U test, the Wilcoxon signed-rank test, the Pearson correla on and the es ma on of the eff ect magnitude were used. The sample capacity was 120 students. As a result of the study, the experimental program improved academic performance, crisis interven on, and self-educa on. The results of the study highlight the importance of an integrated approach to the professional training of psychologists, which includes the development of both academic knowledge and emo onal and digital competencies for eff ec ve work. Future research may focus on the long-term impact of the program and expanding its applica on to other categories of professionals. Keywords: Depression. Global instability. Psychological training. Uncertain environment. PTSD. Resumo: A relevância do tema selecionado decorre do impera vo de dotar os psicólogos das competências necessárias para apoiarem efi cazmente os indivíduos que testemunham a guerra sob lei marcial na Ucrânia, bem como para enfrentarem as adversidades socioeconómicas que surgem em tempos tão tumultuosos. O obje vo do presente estudo é validar empiricamente a efi cácia de um modelo integrado de formação de futuros bacharéis em psicologia para apoiar testemunhas de guerra, avaliando simultaneamente o seu impacto nos seus conhecimentos, ap dões e competências. Foram u lizados 1 Postgraduate Student of the Department of Psychology and Pedagogy Alfred Nobel University, Dnipro, Ukraine, sert78@ gmail.com. 2 Postgraduate Student of the Department of Psychology and Pedagogy, Voca onal Educa on (by specializa on), Alfred Nobel University, Dnipro, Ukraine, [email protected]. 3 PhD in Psychology, Associate Professor of the Department of Philosophy and Pedagogy of Voca onal Training, Transport Systems School (faculty), Kharkiv Na onal Automobile and Highway University, Kharkiv, Ukraine, [email protected]. 4 Postgraduate Student of the Department of Psychology and Pedagogy, Alfred Nobel University, Dnipro, Ukraine, yuliiayu- [email protected]. 5 Doctor of Psychology, Professor of the Department of Psychology and Social Sciences and Humani es, Higher Educa onal Ins tu on «Academician Yuriy Bugay Interna onal Scien fi c and Technical University», Kyiv, Ukraine; Senior Research Scien st of the Ins tute of Gi ed Child of the Na onal Academy of Educa onal Sciences of Ukraine, Kyiv, Ukraine, androsovych83@istu. edu.ua. DOI: h p://dx.doi.org/10.29276/redapeci.2025.25.322809.227-239 EDUCAÇÃO A DISTÂNCIA E PRÁTICAS EDUCATIVAS COMUNICACIONAIS E INTERCULTURAIS 228 Revista EDaPECI 228 métodos como a monitorização do desempenho académico, ques onários e testes. Para analisar os resultados ob dos, foram u lizados os métodos de esta s ca descri va, o teste U de Mann-Whitney, o teste de Wilcoxon, a correlação de Pearson e a es ma va da magnitude do efeito. A capacidade da amostra foi de 120 estudantes. Como resultado do estudo, o programa experimental melhorou o desempenho académico, a intervenção em situações de crise e a autoeducação. Os resultados do estudo sublinham a importância de uma abordagem integrada da formação profi ssional dos psicólogos, que inclua o desenvolvimento tanto de conhecimentos académicos como de competências emocionais e digitais para um trabalho efi caz. A inves gação futura pode centrar-se no impacto a longo prazo do programa e na expansão da sua aplicação a outras categorias de profi ssionais. Palavras-chave: Ambiente incerto. Depressão. Instabilidade global. Treinamento psicológico. TEPT. Resumen. La relevancia del tema seleccionado se deriva del impera vo de dotar a los psicólogos de las habilidades necesarias para apoyar efi cazmente a las personas que son tes gos de la guerra bajo la ley marcial en Ucrania, así como para navegar por las adversidades socioeconómicas que surgen durante  empos tan tumultuosos. El propósito del presente estudio es validar empíricamente la efi cacia de un modelo integrado para formar a futuros licenciados en psicología en el apoyo a tes gos de guerra, evaluando al mismo  empo su impacto en sus conocimientos, habilidades y competencias. Se u lizaron métodos como el seguimiento del rendimiento académico, cues onarios y pruebas. Para analizar los resultados obtenidos se u lizaron los métodos de estadís ca descrip va, la prueba U de Mann-Whitney, la prueba de rango con signo de Wilcoxon, la correlación de Pearson y la es mación de la magnitud del efecto. La capacidad de la muestra fue de 120 alumnos. Como resultado del estudio, el programa experimental mejoró el rendimiento académico, la intervención en crisis y la autoeducación. Los resultados del estudio destacan la importancia de un enfoque integrado de la formación profesional de los psicólogos, que incluya el desarrollo tanto de los conocimientos académicos como de las competencias emocionales y digitales para un trabajo efi caz. Futuras inves gaciones podrían centrarse en el impacto a largo plazo del programa y en ampliar su aplicación a otras categorías de profesionales. Palabras clave: Depresión. Inestabilidad global. Entrenamiento psicológico. Entorno incierto. Trastorno por estrés postraumá co. 1 INTRODUÇÃO The relevance of the current study is underscored by the rapid transforma on of the informa on and educa onal environment and its impact on the professional training of future psychologists (Fogaça, Quartiroli, Wagstaff, 2024). Trends such as globaliza on, digitaliza-  on, as well as ongoing social challenges are actualizing new requirements for the professional competence of specialists, in par cular in the fi eld of psychological assistance during crisis situa ons. The professional ac vity of a psychologist necessitates the mastery of eff ec-  ve interven on strategies to engage with diverse social groups, including witnesses of war and vic ms of violence. From this, the paramount signifi cance of providing students with exemplary training in these domains becomes clear (Dupree, Di Ma a, 2025; Woods-Jaeger, Cho, Briggs, 2024). The principal issue addressed by the current study is the insufficient emphasis placed on the cultivation of essential professional competencies of future psychologists, such as empathy, emotional intelligence, and crisis intervention skills. According to a number of scientific papers, these competencies are decisive for effective work in stressful situations (Kurapov, Pavlenko, Drozdov, Bezliudna, Reznik, Isralowitz, 2023; Migda, Buheji, 2025). Insufficient levels of training in these domains can precipitate a decline in the effectiveness of psychological support and exacerbate the rehabilitation process for war witnesses. The prerequisites for this study include numerous works sta ng the insuffi ciency of exis ng programs for training future psychologists in higher educa on ins tu ons (Lavrysh, Lytovchenko, Lukianenko, Golub, 2025). In this line, the educa on system needs to introduce more integrated and prac ce-oriented methods for the development of students’ emo-  onal and professional skills. Hence, training programs must take into account the needs of the contemporary labor market and be tailored to address the new challenges that arise from evolving social condi ons. EDITORIAL Prepara on of future bachelors in psychology to support the war witnesses in informa on and educa onal environment 229 The impetus for the study stemmed from the mul faceted challenges of our  me, characterized by a prolifera on of crisis situa ons and an increasing demand for psychological support. In par cular, armed confl icts, natural disasters and pandemics pose new tasks for psychologists, which necessitates the revision and improvement of their training programs. Given the above, the study is aimed at assessing the eff ec veness of innova ve pedagogical approaches and training programs for future psychologists capable of responding to current challenges. The scien fi c novelty of the study lies in the development and tes ng of a model for training bachelors in psychology to accompany war witnesses in the informa on and educa-  onal environment. It combines the development of professional competencies, empathy and emo onal intelligence (EI). For the fi rst  me, the eff ec veness of integra ng digital and tradi onal teaching methods to enhance preparedness for crisis interven on is demonstrated. The hypothesis posits that a comprehensive program encompassing emo onal intelligence, gamifi ed methodologies, and the enhancement of familial interac ons eff ec vely alleviates the anxie es experienced by preschoolers, tailored to align with contemporary digital reali es and individual requirements. The purpose of the study is to examine the effec veness of an integrated model of training bachelors in psychology to support war witnesses in the informa on space, assessing the impact on professional knowledge and competencies. In alignment with this objec ve, the following tasks were set: to ascertain the level of knowledge of the undergraduate psychology students in psychology regarding the founda onal principles of trauma psychology, crisis psychology and psychosocial support of war witnesses, as well as their awareness as regards the impact of the informa on and educa onal environment; to develop and test a model for training bachelors in psychology to support war witnesses in the informa on and educa onal environment, we are focusing on the essen al professional competencies; to evaluate the eff ec veness of the training model by comparing the students’ level of knowledge, skills and competencies in the experimental group with the control groups, studying according to the standard curriculum. 2 LITERATURE REVIEW Recent studies emphasize the importance of building professional competencies in psychologists, especially in crisis situa ons. Zhang and Adegbola (2022) analyze the role of empathy and EI in training psychologists to work with survivors, and Raina (2022) inves gates the impact of interac ve learning methods on students’ prac cal skills in a virtual environment. Both studies focus on preparing psychologists to work in the informa on and educa onal environment. The work of Limaj, Yaroshenko, Melnychuk, Moskalenko and Chung (2024) explores individual work with the trauma c consequences of war, in par cular prepara on for working with PTSD, and Kauff man’s thesis (2024) highlights the eff ec veness of group therapy for military personnel with a focus on social support through online technologies, which is essen al for current research. A study by Sætren, Vaag and Lund (2024) and Toymurodov (2024) showed that tradi-  onal methods of training psychologists o en do not suffi ciently take into account the specifi cs of crisis situa ons. Wang, Norman, Xiao, Li and Leamy (2021) proposed a model for integra ng simula on trainings into the educa onal process, which demonstrates prac - cal value for the forma on of skills in working in crisis condi ons. However, this model has limita ons in covering specifi c aspects of working with vulnerable groups, in par cular witnesses of war. A study by Woods-Jaeger, Cho and Briggs (2024) focuses on preparing psychologists to take into account the social determinants of mental health, which is relevant in the context of modern challenges. Among the strengths of the work, it is worth no ng the emphasis on the integra on of an interdisciplinary approach and prac cal recommenda ons for changes in curricula. However, the limita on is the lack of coverage of specifi c tools for assessing the eff ec veness of such changes, as well as the focus mainly on 230 Revista EDaPECI 230 the American context, which complicates the applica on of the results on an interna onal scale. The authors of the current study consider the men oned works important for understanding the degree of development of the issue of using addi onal educa onal courses in the training of future psychologists. The analysis of scien fi c research reveals gaps in exis ng approaches to the training of specialists. In par cular, methods of prepara-  on for providing psychological support to war witnesses in the informa on space have not been suffi ciently developed. Instead, the labor of Liu (2024) provides compelling arguments about the eff ec veness of digital models of preparing future psychologists to perform their professional du es in a crisis. However, the applica on of this model requires addi-  onal analysis due to the risk of reorien ng learning to technical aspects instead of developing cri cal thinking and empathy. Sansysbayeva, Tursunai, Laura and Yergeshov (2024) note that current curricula o en do not suffi ciently take into account the impact of the media on the psychological state of vic-  ms. At the same  me, unlike other authors, Ditonto, Ma es and Tobin (2025) emphasize the need to integrate digital technologies into the educa onal process to prepare psychologists to work in the online environment. While this off er has promising poten al, it also raises ques ons about the balance between prac - cal skills and the ethical challenges that arise when working in a digital environment. The authors of the study agree with the remark of the above scien sts and consider the topic chosen in the current work to be extremely relevant. However, the issue of prepara on for work in the informa on and educa onal space remains poorly studied. However, in the works proposed for considera on, insuffi cient a en-  on is paid to the specifi cs of working with war witnesses who did not directly par cipate in hos li es. Also, the issue of integra ng crisis interven on into curricula is s ll insuffi ciently developed. 3 METHODS 3.1. DESIGN The research procedure included 3 consecu ve stages. A number of research ac vi-  es were carried out at each of them. Figure 1 marks a descrip on of these stages and ac vi-  es, which made up the design of the study. Figure 1 - Stages of research EDITORIAL Prepara on of future bachelors in psychology to support the war witnesses in informa on and educa onal environment 231 3.2 PARTICIPANTS For the study, a non-random sample was u lized based on the criterion of accessibility, encompassing students from the Department of Psychology and Pedagogy at Alfred Nobel University. This approach to sampling is advantageous for conduc ng research under resource-constrained condi ons; however, it may restrict the poten al for generalizing the fi ndings to the broader popula on of psychology students. This type of sampling is expedient as it enables to a ract par cipants who are easily accessible to the researcher, which is especially important in condi ons of limited fi nancial,  me, and organiza onal resources. The study involved 120 students, of which 60 people were included in the experimental group (EG) and 60 people in the control group (CG). Such a distribu on allows comparing the eff ect of an experimental interven on on two comparable groups of par cipants. As inclusion criteria, the following s pula ons were established: par cipants must be students aged 3-4 years, must willingly consent to par cipate in the experiment, and must be enrolled in the fi eld of study “Psychology”. The exclusion criterion was the lack of consent to par cipate in the experiment. EG par cipants were trained according to the developed training model. The model provides for the synthesis of theore cal insights pertaining to crisis psychology with prac cal competencies aimed at stabilizing the psycho-emo onal state of war witnesses. Par cular a en on is paid to the use of digital pla orms to provide psychological assistance and counter disinforma on. As regards the CG, the studies proceeded according to the standard curriculum. The experts from the department faculty par cipated in the study, undertaking the administra on of ques onnaires, conduc ng assessments, and interpre ng the results in accordance with rigorous scien fi c standards. In the course of the study, ethical principles were observed, in par cular, informed consents were obtained from all par cipants, confi den ality of the data received and anonymity of respondents were ensured. The focus of the study was primarily aimed at studying the forma on of professional competencies necessary for future psychologists to eff ec vely work with the war vic ms in the media space. Accordingly, the following dependent variables were iden fi ed: crisis interven on profi ciency level, empathy and EI, mo va on. Control variables such as academic performance, professional self-assessment of students and forma-  on of self-educa onal competence. 3.3 DATA COLLECTION AND ANALYSIS To address the objec ves of the study and evaluate the effi cacy of the developed program, a number of methodologies was employed. With the help of the experts, an evalua on of academic performance was conducted, and the degree of profi ciency in crisis interven-  on was ascertained. Further, an assessment of the forma on of students’ self-educa onal competence was carried out (Kho mah, Batunan, Mukmina en, 2024). For this purpose, the effi cacy of performance of both cohorts in educa onal tasks undertaken by students was examined. With the help of the ques onnaire method, the professional self-assessment of students was examined. The forma on of such components as knowledge and understanding of professional founda ons, prac cal skills and abili es, professional quali es of a psychologist, readiness for professional ac vity was studied. Also, considerable a en on was devoted to the enhancement of students’ selfassessment within the context of the informa-  on and educa onal environment, par cularly focusing on their profi ciency in naviga ng online resources, understanding the impact of informa on in an online format. With the help of the tes ng method, the level of empathy and EI was inves gated, which is an important component of the competence of a psychologist. Using the Toronto Empathy Ques onnaire (TEQ) the empathy of respondents was studied (SPRENG, MCKINNON, MAR & LEVINE, 2009). The Mayer-Salovey-Caruso Emo onal Intelligence Test (MSCEIT) was em- 232 Revista EDaPECI 232 ployed to assess the EQ (Mayer, Salovey, Caruso, Sitarenios, 2003). Such studies will help determine the readiness of future psychologists to support the war witnesses, including in the informa on and educa onal space. In order to systema cally analyze the collected data and derive reasonable conclusions regarding the effi cacy of the devised model for training the bachelors in psychology, a wide range of sta s cal methods was used. The study u lized the Methods of descrip ve sta-  s cs, which includes averages to assess the central trend of indicators in each group before and a er the experiment. Standard devia-  on is used to determine the spread of data around the mean, and Median — to es mate the central trend in the case of an asymmetric distribu on. Frequencies and percentages are used to describe the demographic characteris cs of the sample and analyze the answers to individual items of ques onnaires and tests. For the compara ve analysis of the results between the two groups, the Mann-Whitney U test was employed. This sta s cal method was u lized to evaluate the distribu ons of indicators between the experimental group (EG) and the control group (CG). The U-test facilitates the assessment of the signifi cance of diff erences observed in independent samples. The above sta s cal methods were chosen because of their correspondence to the data structure, in par cular for the analysis of nonnormal distribu ons and paired changes. The Wilcoxon signed-rank test was employed to assess the fl uctua ons in indicators within each group prior to and subsequent to the interven on. With the help of the criterion, the signifi cance of diff erences in paired samples is assessed. It allows checking the eff ec veness of the implemented learning model. The Pearson correla on used to assess the linear rela onship between dependent variables, such as levels of empathy, emo onal intelligence, and academic performance. The method was chosen because of its effec veness in the study of quan ta ve indicators. It facilitates the iden fi ca on of both the strength and direc on of the connec on, which is crucial for evalua ng the impact of pedagogical condi ons (Nursicha , Susongko, Mulyono, 2025). The choice of non-parametric criteria is reasonable, since the normal distribu on of data cannot be guaranteed. The sta s cal methods correspond to a quasi-experimental design with two groups and an analysis of changes over  me. For all sta s cal tests, the Level of sta s cal signifi cance was set at p < 0.05. In addi on to the level of sta s cal signifi cance, the Es ma on of the magnitude of the eff ect (R) for key comparisons is to be provided. 3.4 TOOLS Online ques onnaires created using Google Forms were used to collect data, which ensured convenience and accessibility for respondents. The processing of the obtained data was carried out in the sta s cal so ware SPSS for quan ta ve analysis. Also, Microso Excel tools were u lized to visualize and prestructure the results. 4 RESULTS Table 1 presents the results of monitoring academic performance and assessing the level of profi ciency in crisis interven on of students of the experimental and control groups. Median values and ranges of indicators before and a er the implementa on of the experimental training program are given. The results of sta-  s cal analysis of changes in each group and an assessment of the magnitude of the eff ect are also demonstrated. EDITORIAL Prepara on of future bachelors in psychology to support the war witnesses in informa on and educa onal environment 233 Table 1 - Results of monitoring academic performance and assessment of profi ciency level in crisis interven on Criterion Group Before the experiment (Median) Before the experiment (Range) After the experiment (Median) After the experiment (Range) Statistical test (p-value) Eff ect magnitude (r) Conclusion Academic performance (GPA) EG 3.2 2.5 - 3.8 3.7 3.0 - 4.0 0.015 0.25 Signifi cant growth (p < 0.05) CG 3.1 2.4 - 3.7 3.2 2.6 - 3.8 0.185 0.12 Minor changes (p > 0.05) Crisis intervention profi ciency level EG 2 1 - 3 4 3 - 5 0.008 0.32 Signifi cant improvement (p < 0.05) CG 2 1 - 3 2.5 1 - 4 0.312 0.10 Minor changes, not statistically signifi cant Assessment of self-educational competence formation EG 3 2 - 4 4 3 - 5 0.021 0.28 Signifi cant improvement (p < 0.05) CG 3 2 - 4 3.5 2 - 4 0.098 r = 0.15 Minor changes (p > 0.05) Analysis of the data in Table 1 showed a sta-  s cally signifi cant improvement in academic performance and the level of crisis interven on in EG, while in CG the changes were insignifi cant (p > 0.05). In EG, there was also a signifi cant increase in self-educa onal competence, while in CG these changes were not sta s cally signifi - cant (p = 0.098). The results validate the eff ec-  veness of the program for EG students. At the end of the experiment, a ques onnaire was conducted to measure professional self-assessment, the results of which are presented in Figure 2. Figure 2 - Results of the ques onnaire on the professional self-assessment of the par cipants of the CG and EG 234 Revista EDaPECI 234 In EG, a er the interven on, there was a sta s cally signifi cant advantage in all units of self-assessment (p < 0.05). The median value for “Prac cal skills” in EG was 3.9, in CG — 3.1. The magnitude of the eff ect (r) for EG ranged from 0.26 to 0.35, indica ng an average posi-  ve eff ect. In CG, the eff ect was signifi cantly lower, valida ng the eff ec veness of the experimental condi ons. To assess the eff ec veness of pedagogical condi ons, the level of empathy and emo onal intelligence was studied, the results are presented in Table 2. Table 2 - Empathy Level ( TEQ), Emo onal Intelligence (MSCEIT) and Understanding Emo ons (MSCEIT) test results Variable Group Before the experiment (Median) Before the experiment (Range) After the experiment (Median) After the experiment (Range) Statistical test (p-value) Eff ect magnitude (r) Conclusion Empathy level (TEQ) EG 45 35 - 55 58 48 - 68 0.003 0.40 Signifi cant improvement (p < 0.05) CG 44 34 - 54 46 36 - 56 0.280 0.12 Minor changes (p > 0.05) Emotional intelligence (MSCEIT) EG 100 90 - 110 115 105 - 125 0.001 0.45 Signifi cant improvement (p < 0.05) CG 101 91 - 111 103 93 - 113 0.350 0.09 Minor changes (p > 0.05) Understanding emotions (MSCEIT) EG 80 70 - 90 92 82 - 102 0.002 0.42 Signifi cant improvement (p < 0.05) CG 81 71 - 91 83 73 - 93 0.320 0.10 Minor changes (p > 0.05) The results show a sta s cally signifi cant improvement in the level of empathy, emo-  onal intelligence, and emo on comprehension in the EG (p < 0.05), whereas no changes are observed in the CG (p > 0.05). The eff ect values (r) for EG indicate an average and signifi cant posi ve eff ect of the program, in CG the eff ect is insignifi cant. Correla on analysis (Table 3) confi rms the infl uence of pedagogical condi ons on professional training and the development of emo onal intelligence for working with the war witnesses. EDITORIAL Prepara on of future bachelors in psychology to support the war witnesses in informa on and educa onal environment 235 Table 3 - Correla on analysis (Pearson coeffi cient) Variable 1 Variable 2 Correlation coeffi cient (r) p-value Conclusion Crisis intervention profi ciency level Empathy level 0.55 0.005 A statistically signifi cant positive correlation is observed on all scales. Emotional intelligence Readiness for professional activity (questionnaire) 0.65 0.001 Self-assessment (information and educational space) Crisis intervention profi ciency level 0.48 0.012 Academic performance Changes in empathy levels 0.35 0.030 Academic performance Changes in EQ 0.40 0.020 Professional self-assessment (questionnaire) Crisis intervention profi ciency level 0.60 0.002 The correla on analysis showed a sta s - cally signifi cant posi ve correla on between the profi ciency level in crisis interven on and empathy (r=0.55, p=0.005), which The study substan ates the signifi cance of an empathic approach within professional ac vi es. A high rela onship between emo onal intelligence and readiness for professional ac vity (r=0.65, p=0.001) indicates the key role of EI in the forma on of professional competencies. Self-assessment in the informa on and educa onal space is posi vely correlated with the level of profi ciency in crisis interven on (r=0.48, p=0.012), which indicates the importance of digital skills for working in a modern environment. Academic performance has a signifi - cant, albeit weaker, rela onship with changes in levels of empathy (r=0.35, p=0.030) and EQ (r=0.40, p=0.020), which confi rms its infl uence on the development of emo onal competencies. The data obtained validate the hypothesis of the study. 5 DISCUSSION The analysis of the results indicates that the developed model substan ally enhances the profi ciency in crisis interven on, thereby corrobora ng the validity of the hypothesis. An increase in students’ empathy and emo-  onal intelligence was observed, which indicates the eff ec veness of the integrated approach. The fi ndings of the study are consistent with the conclusions of Tol et al. (2021) and Bürgin, Anagnostopoulos, Vi ello, Sukale, Schmid and Fegert (2022), which substan ate the posi ve impact of specialized programs on the improvement of professional knowledge and adapta on mechanisms. However, the results of the current study par ally contradict the conclusions of the Aguirre (2024) disserta on, which recorded a slight improvement in digital competence a er trainings with digitaliza on elements. At the same  me, the data of the current study show a more signifi cant eff ect in the development of self-assessment and crisis interven on skills, which may be due to a more holis c approach to the forma on of professional competencies. Comparable fi ndings underscoring the effi cacy of online modules in fostering emo onal intelligence and enhancing preparedness for professional endeavors are presented in the research conducted by Mao, Huang and Chen