Higher education

In the rapidly changing global environment, universities must equip graduates with both disciplinary knowledge and essential 21st-century skills. This study explores recent graduates’ perceptions of curriculum skills alignment in the departments of Sociology, Psychology, and Education at public sector universities in Pakistan. Using a quantitative survey design, data were collected from 150 graduates through simple random sampling using the Curriculum–Skills Alignment Perception Scale (CSAPS), comprising 20 items across five competencies: critical thinking, communication, digital literacy, teamwork, and problem-solving. The findings reveal a moderate level of alignment between undergraduate curricula and workplace skill requirements. Communication skills were rated highest, indicating stronger curriculum support, whereas digital literacy and problem-solving showed comparatively weaker alignment. The study highlights the need for curriculum reforms that incorporate practical learning, digital competencies, critical thinking, and problem-solving activities. These findings offer valuable insights for curriculum developers, university administrators, policymakers, and the Higher Education Commission of Pakistan to enhance graduate employability and modernize higher education. Keywords: curriculum alignment, 21st-century skills, graduate perceptions, higher education, public universities, social sciences, digital literacy, critical thinking, communication skills, Pakistan.

در محیط جهانی به سرعت در حال تغییر، دانشگاه‌ها باید فارغ‌التحصیلان را هم به دانش تخصصی رشته‌ای و هم به مهارت‌های ضروری قرن بیست‌ویکم مجهز کنند. این پژوهش به بررسی ادراک فارغ‌التحصیلان اخیر از هم‌راستایی مهارت‌های برنامهٔ درسی در گروه‌های جامعه‌شناسی، روان‌شناسی و علوم تربیتی دانشگاه‌های دولتی پاکستان می‌پردازد. با استفاده از طرح پژوهش کمی و روش پیمایش، داده‌ها از ۱۵۰ فارغ‌التحصیل به شیوهٔ نمونه‌گیری تصادفی ساده و با بهره‌گیری از مقیاس ادراک هم‌راستایی برنامهٔ درسی و مهارت‌ها (CSAPS) که شامل ۲۰ گویه در پنج شایستگی تفکر انتقادی، ارتباط، سواد دیجیتال، کار تیمی و حل مسئله است، گردآوری شد. یافته‌ها نشان‌دهندهٔ سطح متوسطی از هم‌راستایی میان برنامه‌های درسی کارشناسی و الزامات مهارتی بازار کار هستند. مهارت‌های ارتباطی بالاترین امتیاز را کسب کردند که نشان‌دهندهٔ حمایت قوی‌تر برنامهٔ درسی از این مهارت است، در حالی که سواد دیجیتال و حل مسئله هم‌راستایی ضعیف‌تری را نشان دادند. این پژوهش بر ضرورت اصلاحات برنامهٔ درسی با تأکید بر یادگیری عملی، شایستگی‌های دیجیتال، تفکر انتقادی و فعالیت‌های حل مسئله تأکید دارد. یافته‌های حاضر بینش‌های ارزشمندی برای تدوین‌کنندگان برنامهٔ درسی، مدیران دانشگاهی، سیاست‌گذاران و کمیسیون آموزش عالی پاکستان به منظور ارتقای اشتغال‌پذیری فارغ‌التحصیلان و نوسازی آموزش عالی ارائه می‌دهد.

In the rapidly changing global environment, universities must equip graduates with both disciplinary knowledge and essential 21st-century skills. This study explores recent graduates’ perceptions of curriculum skills alignment in the departments of Sociology, Psychology, and Education at public sector universities in Pakistan. Using a quantitative survey design, data were collected from 150 graduates through simple random sampling using the Curriculum–Skills Alignment Perception Scale (CSAPS), comprising 20 items across five competencies: critical thinking, communication, digital literacy, teamwork, and problem-solving. The findings reveal a moderate level of alignment between undergraduate curricula and workplace skill requirements. Communication skills were rated highest, indicating stronger curriculum support, whereas digital literacy and problem-solving showed comparatively weaker alignment. The study highlights the need for curriculum reforms that incorporate practical learning, digital competencies, critical thinking, and problem-solving activities. These findings offer valuable insights for curriculum developers, university administrators, policymakers, and the Higher Education Commission of Pakistan to enhance graduate employability and modernize higher education. Keywords: curriculum alignment, 21st-century skills, graduate perceptions, higher education, public universities, social sciences, digital literacy, critical thinking, communication skills, Pakistan.

در محیط جهانی به سرعت در حال تغییر، دانشگاه‌ها باید فارغ‌التحصیلان را هم به دانش تخصصی رشته‌ای و هم به مهارت‌های ضروری قرن بیست‌ویکم مجهز کنند. این پژوهش به بررسی ادراک فارغ‌التحصیلان اخیر از هم‌راستایی مهارت‌های برنامهٔ درسی در گروه‌های جامعه‌شناسی، روان‌شناسی و علوم تربیتی دانشگاه‌های دولتی پاکستان می‌پردازد. با استفاده از طرح پژوهش کمی و روش پیمایش، داده‌ها از ۱۵۰ فارغ‌التحصیل به شیوهٔ نمونه‌گیری تصادفی ساده و با بهره‌گیری از مقیاس ادراک هم‌راستایی برنامهٔ درسی و مهارت‌ها (CSAPS) که شامل ۲۰ گویه در پنج شایستگی تفکر انتقادی، ارتباط، سواد دیجیتال، کار تیمی و حل مسئله است، گردآوری شد. یافته‌ها نشان‌دهندهٔ سطح متوسطی از هم‌راستایی میان برنامه‌های درسی کارشناسی و الزامات مهارتی بازار کار هستند. مهارت‌های ارتباطی بالاترین امتیاز را کسب کردند که نشان‌دهندهٔ حمایت قوی‌تر برنامهٔ درسی از این مهارت است، در حالی که سواد دیجیتال و حل مسئله هم‌راستایی ضعیف‌تری را نشان دادند. این پژوهش بر ضرورت اصلاحات برنامهٔ درسی با تأکید بر یادگیری عملی، شایستگی‌های دیجیتال، تفکر انتقادی و فعالیت‌های حل مسئله تأکید دارد. یافته‌های حاضر بینش‌های ارزشمندی برای تدوین‌کنندگان برنامهٔ درسی، مدیران دانشگاهی، سیاست‌گذاران و کمیسیون آموزش عالی پاکستان به منظور ارتقای اشتغال‌پذیری فارغ‌التحصیلان و نوسازی آموزش عالی ارائه می‌دهد.

Quality higher education plays a vital role in sustainable development by equipping graduates with knowledge, competencies, and skills required for economic and societal development. This study examined the relationship between instructional strategies and the employability skills of undergraduate students in the School of Art and Industrial Design at Kyambogo University, Uganda. Specifically, it investigated the relationships between cooperative teaching, collaborative teaching, inquiry/discovery learning, independent study, experiential (authentic) learning, project-based learning, and students’ employability skills. The study adopted a quantitative approach using a correlational research design. Data were collected from 378 third-year undergraduate students using a structured self-administered questionnaire. Pearson’s product-moment correlation and multiple regression analyses were used to determine the direction and statistical associations between instructional strategies and employability skills. Findings showed that cooperative teaching, inquiry/discovery learning, and experiential teaching had positive statistically significant associations with employability skills, whereas collaborative teaching had a negative statistical association. Independent study and project-based teaching had no statistically significant unique associations with employability skills. Inquiry/discovery teaching demonstrated the strongest statistical association with employability skills among the strategies examined. The study concluded that instructional strategies had different statistical associations with employability skills and that learner-centred approaches are most beneficial when they actively engage students in cooperative, inquiry-oriented, and authentic learning experiences aligned with intended graduate outcomes. The study recommended strengthening cooperative, inquiry, and experiential teaching through structured group tasks, inquiry-based activities, and authentic practical experiences. It further recommended improving the design and implementation of collaborative, independent, and project-based learning to enhance their contribution to graduate employability skills.

Over the last decade, there has been a visible surge of students participating in and leading different forms of activism. Following the cultural reckoning of 2020, the United States saw a rise in awareness and engagement in activism among young individuals. Continuing this trend, higher education institutions have seen an increase in on-campus demonstrations in recent years. Given the recent increase in activism, political engagement, and the globalization of social issues, this study examined how attitudes, beliefs, individual factors, and prior behaviors relate to undergraduate students’ willingness to engage in different forms of activism (i.e., conventional and high-risk). Across both forms of activism, institutional advocacy (i.e., the behavioral targeting of institutional racism) was the most consistent unique predictor of a student's willingness to engage in activism. Need for cognition and individual advocacy were significantly and positively related to conventional activism, whereas political orientation was negatively related to it. Social justice orientation was significantly and negatively related to high-risk activism.

The emergence of generative artificial intelligence (Generative AI), such as ChatGPT, has brought significant changes to higher education, including Arabic language learning for non-native speakers (Arabic as a Foreign Language). Writing skills (Maharah al-Kitabah) are considered a relatively complex productive skill. Learners are required not only to master word formation (Sarf) and Arabic grammar (Nahwu), but also to organize ideas coherently and logically. This article employs a Systematic Literature Review (SLR) approach based on the PRISMA 2020 standards to map the use of ChatGPT in Arabic writing, examine the reliability of AI in Arabic grammar, and identify research gaps that remain underexplored. The review findings indicate that ChatGPT can serve as a useful writing partner (human-AI co-writer), particularly for generating ideas, enriching vocabulary, and correcting basic grammatical errors. However, AI still frequently produces errors or “hallucinations” when dealing with morphologically complex words, variations in Arabic dialects, and unvocalized texts. As a result, AI-generated writing may appear linguistically polished on the surface while containing grammatical inaccuracies. Furthermore, excessive reliance on AI may pose risks to academic integrity, while AI detection tools themselves often produce inaccurate results when identifying Arabic-language texts (false positives). This review also finds that existing research remains overly focused on English, tends to examine only the final writing outcomes without investigating students’ cognitive processes, and has paid limited attention to AI models specifically developed for the Arab region, such as ALLaM and Jais. Therefore, the approach to AI-assisted learning needs to shift from merely using AI toward purposeful and reflective utilization through frameworks such as the Spiral Learning Model and Genre-Based Pedagogy, so that AI functions as a scaffold without diminishing students’ autonomy and critical thinking.

This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.

Graduate employability Outcomes (GEO) is a crucial issue in emerging countries, where skill gaps and unemployment among university graduates are consistently rising. In this context, higher education institutions (HEIs) play a pivotal role in developing a strategic approach to fill the gap through collaboration between academia and industry. Nowadays, every higher education institution in emerging countries has an internal quality assurance cell (IQAC), and they play a critical role in ensuring continuous improvement, stakeholder engagement, and curriculum development. However, despite the growing relevance of this issue, limited empirical studies have been conducted on the mediating role of IQAC in the relationship between industry and academia for confirming graduate employability in an emerging economy, like Bangladesh. The purpose of this study is to examine the mediating role of IQAC, including university curriculum (UC), job scholars’ opportunities (JSO), on the association between university-industry collaboration (UIC), and university GEO in Bangladesh, using partial least squares structural equation modelling (PLS-SEM) under the quantitative research approach. Data were collected using a structured questionnaire from university graduates, faculty members, and administrative staff. The empirical evidence reveals that UIC significantly contributes to GEO; moreover, IQAC plays a substantial mediating role, including UC and JSO. The findings of the study offer practical contributions for higher educational institutions (HEIs), policymakers, and industry experts to continuously improve graduate employability outcomes, such as practical competencies, skills development, and job readiness.

The growth of short-form certifications requires a clear distinction between attendance certificates and credentials that provide evidence of specific learning outcomes. In Ecuador, a non-binding national technical instrument identifies a fragmented training supply, the absence of shared criteria, limited traceability, and weak links between higher education and the world of work. This study examined the relevance of implementing a national microcredential system and identified the academic, regulatory, and technological conditions required for its adoption. A qualitative documentary study with an analytical-propositional scope and comparative logic was conducted using a corpus of 46 sources published between 2015 and 2026. The analysis combined deductive and inductive thematic coding across seven categories and contrasted the Ecuadorian instrument with international regulations, technical standards, and specialized literature. The results were organized into nine findings concerning systemic relevance, technical-pedagogical design, verifiable assessment, conditional recognition, interoperable digital issuance, multilevel governance, and an informational registry. The evidence indicates that Ecuador has conceptual foundations for a national system, but shared standards are required before provision is expanded. The study concludes that a trustworthy micro credential should integrate six conditions: explicit learning outcomes, verifiable assessment, academic or labor-market relevance, interoperable digital issuance, standardized metadata, and conditional recognition. Without coherent interinstitutional governance, the expansion of short-form certificates may increase fragmentation and weaken their public value.

In the contemporary context, there is an increasing demand for learning strategies that enable students to develop competencies as well as effectively apply theoretical knowledge in practice. Consequently, the need to adopt Active Methodologies has become more evident. Among the available options are the Open Digital Learning Pathways for Neolearning (TDAN), which focus on the education of young adults and professional learners, aiming to empower them to transfer acquired learning to their current and/or future professional practices. To design these pathways, instructors may draw upon the guidelines provided by the NeoPath Thinking Conceptual Framework, which offers support for the development of TDAN. However, it is important to understand how higher education instructors perceive this strategy, as well as their views regarding the potential of TDAN for learning in university settings. Therefore, the objective of this study is to understand the potential contributions and challenges associated with the application of NeoPath Thinking in the design and implementation of Open Digital Learning Pathways for Neolearning, from the perspective of higher education instructors. Through a questionnaire administered to 86 professors from different fields of knowledge, whose responses were analyzed using Discursive Textual Analysis, it was found that NeoPath Thinking serves as a valuable support resource for educators in planning, implementing, and evaluating teaching-learning processes. Furthermore, the Framework and the TDAN enable both teachers and students to experience learning and develop competencies that are essential in contemporary society.

Short-term field trips enable learners to bridge the pedagogical gap between academic knowledge (theory) and the practicalities of their discipline in a real-world setting. In Ireland, there has been a dearth of empirical research into the essence of short-term field trips as a teaching and learning strategy for criminal justice students. The purpose of this article is to bridge that pedagogical gap through thematic analysis of qualitative data of student learning experiences in the context of a short-term field trip to an operational prison. Research findings based on semi-structured interviews with students who participated in the active learning experience show evidence of the essence of experiential learning activities which could not be achieved to the same level in academic seminars alone. In essence, students contextualise their academic (theory) knowledge, which is a catalyst for gaining a deep and flexible understanding. In consequence of the sensitive nature of the operational prison, and compliance with security protocols, some limitations were also reported by participants, notably the short-term duration of the field trip and the use of conventional methods of documenting active learning experiences was not possible. Keywords: higher education, participatory action research, experiential learning, short-term field trip, operational prison, reflection in action, reflection on action, thematic analysis of qualitative data

The landscape of foreign language education, particularly Arabic language instruction, is currently undergoing a fundamental transformation driven by the emergence of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs). This Systematic Literature Review evaluates recent developments in the integration of GenAI into the Arabic language learning ecosystem, encompassing trends in the evolution of language models, pedagogical effectiveness, the utilization of automated assessment systems, as well as the linguistic and cultural challenges involved. Through a thematic synthesis of empirical and theoretical literature published between 2019 and 2026, this review confirms that GenAI significantly enhances learner engagement, instructional personalization, and language skill acquisition, particularly in vocabulary mastery and reading comprehension. These improvements are driven by the adoption of general-purpose models such as ChatGPT, as well as leading Arabic-centric models such as JAIS and ALLaM. Nevertheless, this innovative integration encounters the inherent structural complexity of the Arabic language. Generative models frequently experience technical limitations in handling syntactic rules (nahwu), morphology (shorof), diacritic disambiguation, and regional dialect variations, as evidenced by performance gaps in linguistic benchmarks such as AraLingBench and AlGhafa. Furthermore, this review discusses rapid advances in trait-based Automated Essay Scoring (AES) supported by precise prompt engineering. Based on these findings, the study concludes that although GenAI has significant potential to bring positive disruption, its successful implementation depends heavily on pedagogical readiness, digital literacy, the application of Human-in-the-Loop (HITL) collaboration, and the development of ethical frameworks aligned with the epistemology of Islamic higher education.

ABSTRACT. The relationship between instructional leadership behaviours and lecturers’ job performance is important in higher education. Understanding this relationship can help academic leaders support lecturers and improve teaching, research, and academic development. Therefore, this study determines how instructional leadership behaviour of heads of departments (HoDs) influences lecturers’ job performance at the major public universities in Kumasi, Ghana. A cross-sectional survey design was employed to collect data from lecturers in public universities at a single point in time. The sample includes public university lecturers. A stratified random sampling technique was used to select 155 lecturers to provide quantitative data. Data were collected using a questionnaire and analyzed with both descriptive and inferential statistics, including frequencies, percentages, means, and standard deviations, along with the Pearson product-moment correlation coefficient. The findings indicate that HoDs demonstrate active involvement in setting institutional direction, monitoring instruction, and supporting staff development. However, the findings reveal insufficient mentorship to support lecturers’ professional learning and performance. This lack of mentorship could limit opportunities for developing leadership potential among teachers and supporting their career growth. Lecturers displayed effectiveness in their teaching practices. The statistical results confirmed a significant effect of instructional leadership behaviours on lecture delivery (F(4,98) = 20.382, p < 0.01). It was recommended that HoDs should communicate departmental goals clearly and ensure that lecturers understand their teaching, assessment, research, and administrative responsibilities. Additionally, the strong positive correlation between the communication of institutional objectives and lecturer effectiveness highlights the need for university goals, teaching expectations, and performance standards to be communicated clearly across departments.

Digital technology is increasingly being incorporated into higher education, creating new ways to teach and interact with students. However, technology alone does not necessarily enhance student engagement. This study investigates the effects of four Technology-Integrated Curriculum dimensions on Student Engagement. A quantitative research design was adopted. A survey questionnaire was completed by 388 hinger education students from Shandong Province in China. The four dimensions studied were Balance of Curriculum, Technology, and Pedagogy; Content Knowledge and Supports Meaningful Learning; Enables Differentiated Instruction; and Encourages Innovation. Data analysis using descriptive and inferential statistical techniques. The results showed significant positive effects of all four study dimensions on Student Engagement (p < .001). Enables Differentiated Instruction demonstrated the strongest effect (? = .430, t = 12.358), followed by Balance of Curriculum, Technology, and Pedagogy (? = .408, t = 13.934), Encourages Innovation (? = .406, t = 12.237), and Content Knowledge and Supports Meaningful Learning (? = .364, t = 11.326). All four alternative hypotheses (Ha1–Ha4) were supported. The findings reveal the significance of the integration of technology with appropriate pedagogy and curriculum rather than regarding technology as an independent educational medium. This study, therefore, provides empirical evidence of how technology-integrated curriculum influences Student Engagement within the context of Chinese higher education. More importantly, higher education institutions should focus more on strengthening technology-supported differentiated instruction and fostering meaningful learning, pedagogical alignment, and innovation in the Technology-Integrated Curriculum for future studies. Future studies should examine the relationships between various entities with diverse configurations.

The article substantiates the feasibility of adaptive foreign language phonetics teaching, enhanced by artificial intelligence technologies, as an alternative to traditional standardized methods that fail to account for higher education students' individual articulatory features and lead to persistent phonetic errors. The study is interdisciplinary, combining the methodology of specialties A4 Secondary Education (A4.021 English Language and Literature), A5 Vocational Education (A5.39 Digital Technologies), and F7 Computer Engineering. The purpose of the study is to develop and justify a model of an adaptive learning platform for improving higher education students' phonetic skills through the integration of speech formant synthesis with machine learning algorithms. A formant synthesizer model based on parallel digital filters has been developed, generating reference vowel sounds by simulating the resonant frequencies of the vocal tract. An approach to personalizing learning is proposed based on a Long Short-Term Memory (LSTM) neural network, which analyzes a student's error history and dynamically adjusts formant parameters in real time. Technical validation of the model demonstrated high accuracy of formant frequency correction, with a root-mean-square error of 45 Hz for the first formant and 78 Hz for the second, enabling objective assessment of pronunciation quality and adaptation of exercise difficulty to the individual student's level. A pilot quasi-experimental verification of the platform involving experimental and control groups of higher education students confirmed its pedagogical potential for implementing differentiated learning principles based on objective acoustic data. The conclusions confirm the platform's prospects for modernizing linguistic education. Further research directions include expanding empirical validation on a larger sample and conducting perceptual evaluation of synthesized speech quality by native speakers to confirm its naturalness and suitability for learning purposes.

Introduction: Ecuadorian higher education has experienced different dynamics in scientific production, presenting a significant challenge regarding the integration and participation of university students. The problem lies in a lack of knowledge analyzing the correlation between academic anxiety and scientific production in a university context in the city of Ambato, Ecuador. Objective: To determine the correlational association between academic anxiety and scientific production among university students in the city of Ambato in 2025. Methodology: The research employed a correlational approach, a quantitative methodology, and a non-experimental design. Data was collected using a structured survey administered to 248 university students, selected through convenience sampling. Results and Discussion: The main results show that 31.45% of students experience physical fatigue when conducting research activities, 57.26% perceive that they are not meeting the demands of a research project, 47.58% avoid engaging in scientific research, and a Pearson correlation coefficient of -0.027 was obtained, demonstrating a negative association between the variables studied. Conclusion: The university students experience physiological, cognitive, and behavioral difficulties when producing a scientific product, where a lack of experience and student support makes scientific research a difficult and uninteresting field for university students to explore.

The transition from secondary school to higher education is a critical period that shapes students' academic engagement, social integration, and persistence. Despite increased access to higher education in South Africa, many first-year students enter university with expectations that differ substantially from their subsequent experiences, creating adjustment challenges. Guided by Tinto's Theory of Student Integration and Educational Transition Theory, this study explored first-year students' expectations. It examined how students perceived and experienced mismatches between these expectations and the realities of university life. The study adopted an interpretivist qualitative research paradigm and an exploratory descriptive design. Data were collected through three focus group discussions with 21 purposively selected first-year students at a comprehensive university in KwaZulu-Natal, South Africa. They were analysed using reflexive thematic analysis. The findings revealed an expectation–reality mismatch in three areas: social integration and peer relationships, course selection and academic guidance, and academic workload alongside self-directed learning demands. Participants who identified as first-generation students described experiencing additional transition difficulties, which they associated with limited social and cultural capital, inadequate career guidance, and low digital literacy. Participants also associated persistent socioeconomic inequality with these difficulties. The study concludes that expectation–reality mismatch is a psychologically meaningful mechanism through which structural inequality translates into experiences of uncertainty, diminished belonging, and academic disengagement during the first year. Strengthened orientation, mentoring, academic advising, and digital literacy support are recommended to improve student adjustment, engagement, and retention.

Abstract Faculty development (FD) and the preparation of future faculty are central to university teaching quality, yet in Japan they are studied separately and remain underexamined in English. Pre-faculty development (pre-FD), a term coined within Japanese higher education, exclusively denotes the pre-service teaching preparation of doctoral students and other prospective academics, broadly corresponding to the American “Preparing Future Faculty” movement. Treating the two as tracks of a single academic-development continuum, this article asks how each has been institutionalized and localized in Japan, and what constrains the translation of policy into teaching improvement. The study is a narrative, document-based conceptual review of policy documents, statutory standards, national surveys, and Japanese- and English-language scholarship, using the Scholarship of Teaching and Learning (SoTL) as an analytical lens. Three findings emerge. First, both tracks advanced through top-down policy-driven and policy-induced reform: In-service FD became a legal mandate in 2008, whereas pre-FD remains a best-effort obligation. Second, in-service FD has developed a distinctive cluster of locally grounded practices: inter-university networks, mutual FD, the collegial model, and student-engaged FD. Third, national survey data show participation rising while collegial formats and dedicated provision declined over the same period, indicating that participation rates are a poor proxy for teaching-development quality. Reading the tracks together reveals what single-track accounts obscure: shared organizational carriers and a common ceiling set by the absence of a continuing professional role in academic development. The article argues, as a proposition derived from the analysis, that sustainable development depends on connecting the two tracks into a continuous career pathway framed by SoTL.

Student diversity poses a continuing challenge in higher education, particularly when common learning objectives must be maintained while providing flexibility in learning resources, activities, interaction, support, and assessment. This study examined students’ perceptions and acceptance of digitally supported differentiated learning in Information Technology Education. A quantitative cross-sectional descriptive survey was conducted with 35 students at Universitas Lampung, Indonesia, after the learning experience. Data were collected using a 31-item questionnaire rated on a four-point Likert scale, with reported high internal consistency (Cronbach’s α = 0.985), and were analyzed using means, standard deviations, and normalized mean scores. Students rated the five implementation dimensions favorably (M = 3.28, 81.88%). Digital pedagogical design received the highest rating (M = 3.34, 83.45%), whereas product and assessment differentiation received the lowest (M = 3.18, 79.57%). Technology-supported collaboration was the highest-rated individual item (M = 3.49, 87.14%), whereas choices in presentation formats and the timeliness of digital feedback received lower ratings. The secondary acceptance summary was similarly favorable (M = 3.31, 82.74%), with increased learning motivation receiving the highest rating. These findings identify digital support and collaboration as perceived strengths of the learning design, while flexibility in student products and the timeliness of feedback warrant further attention. Given the single-cohort, post-only design and absence of objective learning-outcome measures, the findings should be interpreted as context-specific evidence of students’ perceptions of implementation rather than evidence of causal effects on learning.

Rural-origin students in South African higher education face multiple, overlapping forms of marginalisation that collectively hinder their academic access and success. Despite significant policy reforms aimed at expanding access and addressing historical injustices, the educational paths of these learners are still disproportionately affected by a combination of socio-economic deprivation, linguistic exclusion, gendered vulnerabilities, and technological marginalisation. This systematic review synthesises current empirical evidence to clarify how these intersectional barriers merge to obstruct the educational journeys of rural-origin students in South African higher education. It also critically examines how institutional policies and technological interventions may unintentionally reinforce or potentially alleviate these inequities. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, conducting a comprehensive search across multiple academic databases for studies published between 2018 and 2026. After a rigorous screening and eligibility process, 52 studies met the inclusion criteria and underwent thematic analysis guided by Nancy Fraser's trivalent social justice framework. Five overarching themes emerged: The multidimensional digital divide; linguistic exclusion and the devaluation of vernacular knowledge; gendered vulnerabilities and the burden of social reproduction; algorithmic bias and the risks associated with technological solutionism; and governance gaps alongside the failure of participatory parity. The findings revealed that existing equity frameworks inadequately address the structural dimensions of rural marginalisation. Achieving educational equity necessitates a fundamental shift towards intersectionality-aware, context-sensitive institutional policies that prioritise resource redistribution, cultural recognition, and the meaningful representation of students from rural backgrounds in decision-making processes.

Abstract Online education in Japanese universities expanded rapidly during the COVID-19 pandemic, exposing both the genuine value of flexible learning formats and the structural conditions required to make them effective. While students consistently appreciated the temporal and spatial autonomy of online study, research has identified persistent challenges including isolation, physical and psychological fatigue, assignment overload, declining motivation, and inequities in digital access and ICT literacy. This paper presents a narrative synthesis of recent empirical studies on online learning in Japanese higher education, arguing that student success is associated with the coordinated integration of three interdependent dimensions. Drawing on national surveys, institutional reports, and case-based research, the paper proposes the Flexibility–Structure–Support (FSS) Model, in which flexibility without adequate pedagogical structure may increase the risk of disengagement, while structure without sufficient institutional support may contribute to uneven and inequitable learning experiences. Effective instructional design—integrating active learning, motivating assignments, meaningful feedback, and blended formats—must be accompanied by investment in infrastructure, systematic faculty development, and explicit support for student self-regulated learning. Implications for course design, program coordination, and institutional policy are discussed, along with limitations and directions for future research.

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

Reinvention an International Journal of Undergraduate Research is delighted to welcome and introduce a new section housing research and critical reflections from the liberal arts, supported by the UK's Liberal Arts Northern Network. The new pairing offers a thoughtful synergy between the scope of research in context and interdisciplinary communication for Reinvnetion and the interdisciplinary and contextual nature of liberal arts study. Dr Caroline Starkey, one of the co-founders of the UK's Liberal Arts Northern Network introduces our new Liberal Arts Special Section, reflecting on the importance and benefits of the interdisciplinary variation of Liberal Arts courses, that many courses have at their hearts an experiential learning approach - where students learn by engaging with, and reflecting on, ‘real world’ tasks. Liberal Arts has a long and consequential history based in the US however the modern formation of Liberal Arts is a relative newcomer to the UK Higher Education scene. Over the past fifteen years or so, nearly forty named Liberal Arts courses have been developed for undergraduate students at UK universities, taking initial inspiration from the long-established US model but reinventing it for the UK. This new special section offers a new insight into the emerging research in Liberal Arts not only in the UK but acorss the world.

مجله بازآفرینی: یک مجله بین‌المللی پژوهش‌های دانشجویی کارشناسی با کمال میل از بخش جدیدی که میزبان پژوهش‌ها و بازتاب‌های انتقادی حوزه علوم انسانی آزاد است، استقبال و معرفی می‌کند. این بخش جدید از حمایت شبکه علوم انسانی شمال بریتانیا برخوردار است. این جفت‌سازی جدید، هم‌افزایی تأمل‌برانگیزی میان دامنه پژوهش در بافتار و ارتباطات بین‌رشته‌ای برای مجله بازآفرینی و ماهیت بین‌رشته‌ای و زمینه‌مند مطالعه علوم انسانی آزاد ایجاد می‌کند. دکتر کارولین استارکی، یکی از بنیان‌گذاران شبکه علوم انسانی شمال بریتانیا، بخش ویژه علوم انسانی آزاد ما را معرفی کرده و با تأمل در اهمیت و مزایای تنوع بین‌رشته‌ای دوره‌های علوم انسانی آزاد، اشاره می‌کند که بسیاری از این دوره‌ها رویکردی مبتنی بر یادگیری تجربی در قلب خود دارند؛ جایی که دانشجویان از طریق درگیر شدن با وظایف «دنیای واقعی» و تأمل بر آن‌ها یاد می‌گیرند. اگرچه علوم انسانی آزاد تاریخچه‌ای طولانی و تأثیرگذار در ایالات متحده دارد، اما شکل‌گیری مدرن آن در صحنه آموزش عالی بریتانیا پدیده‌ای نسبتاً جدید است. در حدود پانزده سال گذشته، نزدیک به چهل دوره نام‌گذاری‌شده علوم انسانی آزاد برای دانشجویان کارشناسی در دانشگاه‌های بریتانیا توسعه یافته است که با الهام اولیه از مدل دیرینه ایالات متحده، آن را برای بریتانیا بازآفرینی کرده‌اند. این بخش ویژه جدید، بینشی نوین به پژوهش‌های نوظهور در حوزه علوم انسانی آزاد نه تنها در بریتانیا، بلکه در سراسر جهان ارائه می‌دهد.

The article presents a comprehensive analysis of the methodological toolkit for research on language education in the Baltic States under conditions of digitalization. The expediency of using a multi-level structure of scientific inquiry, which includes theoretical-methodological, system-analytical, and generalizing-prognostic levels, is substantiated. It is proven that such a research logic ensures the integrity of the scientific strategy, consistency in studying the problem, and reliability of the obtained results. The content of the theoretical-methodological level is revealed, which involves understanding the essence of language education digitalization, forming the source base, clarifying the conceptual and terminological framework, and defining the conceptual foundations of the study. The significance of general scientific methods of analysis, synthesis, systematization, generalization, and interpretation, as well as specific scientific methods of theoretical generalization, historical-structural, comparative-historical, and terminological analysis, is determined. The system-analytical level aimed at an in-depth study of the source base, systematization of factual material, development of the periodization of language education digitalization, and comparative analysis of educational practices in Lithuania, Latvia, and Estonia is characterized. The role of the problem-search method, theoretical modeling, retrospective analysis, comparative approach, and periodization method is identified. It has been found that the generalizing-prognostic level ensures the integration of research results, the identification of leading trends in the digital transformation of language education, the formulation of practical recommendations for higher education institutions in Ukraine, and the forecasting of prospects for the field's further development. Particular attention is paid to the possibilities for adapting the Baltic States' construction experience to the Ukrainian educational space. It is concluded that the application of an integrated system of methods and scientific approaches creates a proper basis for studying digitalization of language education, makes it possible to identify patterns of its development, and determine effective directions for modernizing language training in higher education.

Moral education of the individual is a complex and multifaceted process that includes pedagogical and social phenomena. However, the process of moral education is to some extent autonomous. Moral education is effectively carried out only as a holistic pedagogical process that meets the norms of universal morality, the organization of all life and student life, including modern youth. As well as activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior. Moral education includes: the formation of students’ awareness of their connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; formation of stable moral feelings, high culture of behavior as one of the main manifestations of respect for people; formation of moral skills. The content of education is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable behavioral habits that students should possess in accordance with the set goals and objectives. In today’s rapidly changing world, the ability to be independent and self-sufficient is increasingly recognized as a vital skill for success in various areas of life, including education. This is especially true for first-year university students, as they transition from the structured environment of high school to the more autonomous and demanding world of higher education. Developing independence skills in these students is crucial for their adaptation to the university environment and overall personal and academic growth. The concept of independence encompasses various aspects, including the development of autonomy and the development of skills that enable students to navigate the complexities of university life. Autonomy refers to the ability to make decisions, take initiative, and act independently, while the development of independence skills involves acquiring the necessary competencies to function effectively in the educational environment. The state of knowledge regarding the development of independence skills in first-year students is an area of ongoing research. Understanding the factors that contribute to the development of independence in students is essential for supporting them during this transition and enriching their overall educational experience.

Various disciplines view reflection as both a theory and a practice for helping make learning more visible to students as well as giving them a greater sense of agency; thus, the importance of reflection in higher education is well established. In recent years, scholars in SoTL have acknowledged and theorized about the importance of reflection for faculty. Our 360-degree model builds on this scholarship and research in writing studies in order to suggest that directional (inward, outward, forward, backward) reflection helps faculty analyze their teaching practices by integrating theoretical insights and evidence to evaluate effectiveness while also supporting ongoing professional growth. This poster shares an application of the 360-degree model of reflection, encouraging faculty to build reflective practices into their SoTL projects.

Background Despite the substantial growth of research on Education for Sustainable Development (ESD) in higher education, the field remains characterized by geographic concentration, methodological constraints, and conceptual fragmentation between established competence frameworks and emerging demands such as climate literacy and green skills. No prior review has simultaneously mapped the bibliometric architecture and conducted an artificial intelligence (AI)-assisted inductive thematic synthesis of this domain. Methods A dual-method design integrated bibliometric network analysis—co-citation, bibliographic coupling, and keyword co-occurrence—with AI-assisted inductive thematic synthesis. A total of 442 peer-reviewed documents were retrieved from Scopus, Web of Science Core Collection, and ERIC (2015–2026) through systematic multi-database search, deduplication, and PICO-adapted relevance screening evaluated by a specialized multi-rater panel (Fleiss’ κ=0.55 – 0.69 , 98.4% unanimous agreement on the retained corpus). Thematic extraction was performed using two complementary large language model architectures (Qwen3-235B and DeepSeek V3.2), governed by a stringent verification protocol achieving a 92.0% alignment score; 37 hallucination flags were audited and corrected via human expert review. Results The corpus exhibits substantial and accelerated scientific expansion since 2019 ( R2=0.91 for exponential fit; compound annual growth rate of 18.4%), with Spain, the United Kingdom, and Germany accounting for over one-third of output. Five thematic clusters emerged: curriculum integration, transformative pedagogies, institutional and faculty roles, sustainability literacy and behavioral outcomes, and digital innovation. Surveys and case studies dominate research designs (37.7%), while experimental approaches represent only 4.0% of the corpus. Green skills and climate literacy remain conceptually peripheral despite their policy urgency, institutional collaboration is fragmented (20.3% of institutions isolated), and faculty populations are understudied (7.0%) relative to students (32.7%). Fifty-six knowledge gaps were identified across structural, declared, and emergent categories, with methods-by-concepts coverage reaching 64.0%. Conclusions The field would benefit from a methodological transition toward longitudinal and experimental designs, enhanced visibility of Global South scholarship (contextualizing database indexing constraints), systematic pedagogical theorization of simulation-based approaches, and deliberate cross-institutional consortia to transition from conceptual proliferation to evidence-based pedagogical science.

The article examines the concept of democratic behavior skills as an integral system of personal qualities that help individuals socialize, build partnerships within society, communicate without aggression, pressure, or humiliation, resolve conflicts constructively, establish peaceful relationships, and take responsibility for their decisions. Attention is drawn to the relevance of this issue, as under the current conditions of democratic transformations in Ukrainian society, globalization processes, and information challenges, focusing on the education of young people is a strategic task of the state. Ukrainian society needs citizens who embrace democratic values, are active and responsible, respect the rule of law, think critically, hold strong civic positions, and are culturally educated. It is specified that democratic behavior skills are a component of the model of civic competencies that should be developed from primary school age. By making use of the sensitive developmental periods of younger schoolchildren, educators can lay the foundations of communication and behavioral culture, and related qualities. The educational potential of the integrated course «IEW» is analyzed, with particular emphasis on its social content strand. From Grades 1 to 4, the curriculum includes topics aimed at developing the child’s personality as an active member of society, capable of responsible behavior, partnership and cooperation, respect, tolerance, and empathy. It is emphasized that primary school students do not merely become familiar with concepts such as «citizen», «state», «rights», «responsibilities», and «accountability». Through learner-centered, activity-based approaches, they gain experience in democratic interaction across various activities. Discussions of problematic situations and collective decision-making contribute to the development of democratic behavior skills. It is emphasized that the use of practice-oriented methodologies in teaching the integrated course “I Explore the World” contributes to the development of primary education students’ conscious understanding of social processes and their ability to critically analyze information, which is particularly important for fostering democratic behavior skills. The practical significance of the study lies in the potential to apply the proposed methodological approaches to the educational activities of general secondary and higher education institutions.

Professional communication is an important learning outcome in higher education, yet different active learning pedagogies may provide different communicative affordances for its development and enactment. This study comparatively examined how four active learning pedagogies-group discussion, role play, case study analysis, and student-led seminars-were associated with professional communication across five dimensions: clarity and precision, logical structuring, adaptability and tone, active listening, and persuasive expression. Using a mixed-methods, within-subject repeated-measures design, data were collected from 72 postgraduate management students across two cohorts. All participants experienced the four pedagogies through a Latin Square rotation. Data were drawn from pre-post self-reports, instructor-rated session-level communication performance, and qualitative reflections. Findings were examined across three analytical levels. At the aggregate level, pre-post results indicated significant gains in students’ self-perceived communication competence across both cohorts. These findings indicate perceived development rather than objective gains in demonstrated competence. At the session level, observed communication performance varied across pedagogical conditions, with group discussion and role play associated with higher performance scores than case study analysis and student-led seminars. At the dimension level, qualitative findings revealed distinct pedagogy-dimension linkages. Group discussion was associated with clarity, logical structuring, active listening, and persuasive expression, whereas role play was particularly associated with adaptability and contextual responsiveness. The findings suggest that active learning pedagogies should not be treated as interchangeable approaches to communication development. Instead, their communicative affordances may be considered in relation to specific instructional objectives and desired dimensions of professional communication. The study contributes a differentiated account of how pedagogical structures shape opportunities for communication enactment and provides an evidence-informed basis for aligning active learning design with professional communication objectives in higher education.

This article reviews the evidence base for a range of contemporary, student-centred curriculum design methodologies, including inquiry-based learning (IBL), problem-based learning (PBL), project-based learning (PjBL), challenge-based learning (CBL), place-based learning and competency-based education (CBE), and considers their applicability to the design of a contemporary undergraduate criminology degree. Drawing on systematic reviews, meta-analyses and recent empirical literature, the article evaluates the theoretical underpinnings, andragogical benefits and structural limitations of each approach. It situates these findings within the requirements of the Quality Assurance Agency for Higher Education Subject Benchmark Statement for Criminology (QAA, 2022), which explicitly positions research and critical enquiry as foundational to the discipline and calls for curriculum designs that embed equality, diversity and inclusion, education for sustainable development, and professional partnership. The article argues that no single methodology is sufficient on its own and that a principled hybrid model, drawing selectively on the strengths of each approach, offers the most coherent and evidence-informed basis for criminology curriculum design. Implications for degree revalidation, staff development, assessment design and partnership are discussed.

In this study, we examine students’ reasons for course non-completion at a large, diverse, public research university in the university system of Georgia. We found these reasons in multiple datasets and used a mixed-methods approach to interpret them. While many studies have framed course withdrawals as rational decisions based on academic or personal factors, this study explores a variety of factors, including both practical and emotional considerations, that shape students’ withdrawal decisions. We analyzed emotional sentiment and reasons for course non-completion cited at the moment of withdrawal (i.e., disclosed on the registrar withdrawal form) as well as at retrospective timepoints (i.e., in a survey and semi-structured interview). At the time of withdrawal, students most frequently cited academic, personal, or mental health struggles as reasons for withdrawal, often expressing negative emotions. In some cases, students indicated the need for immediate crisis intervention. However, retrospective reflections revealed more positive emotions about their decisions and cited poor academic performance and an overall imbalance in their lives as key reasons. These findings highlight the complex interplay between academic challenges and emotional responses in the withdrawal process, suggesting that educators should consider both factors when addressing course non-completion. We also discuss the implications for future research and administrative policy.

The article provides a theoretical substantiation of innovative approaches to the methodological training of higher education applicants in the context of current transformation processes in science and education. Based on the analysis of scientific works by Ukrainian and foreign researchers (V. Kremen, M. Kudla, O. Tsuniak, Ye. Lodatko, as well as publications indexed in Scopus and Web of Science), three interrelated vectors for improving methodological training are identified – technological, interdisciplinary, and digital – and their integrative significance for the formation of research competence of future specialists is substantiated. Unlike existing approaches that mostly consider these vectors in isolation, the author proposes a vision of their systemic interaction: the technological vector ensures the gradual mastering of research methods through practice-oriented learning; the interdisciplinary vector expands the methodological toolkit by integrating knowledge from related fields (sociology, psychology, statistics, philosophy); the digital vector adapts research activities to the realities of the digital scientific environment (use of SPSS, R, Mendeley, cloud technologies). It has been proven that the synergy of these three vectors creates conditions for the development not only of operational research skills but also of scientific thinking as a metacognitive ability that determines the specialist's readiness for innovative activity. The criteria for evaluating the effectiveness of integrating the proposed approaches (motivational-value, cognitive-operational, and reflexive-creative) are determined. The results of the study can be used to update methodological curricula, develop methodological recommendations for teachers, and design blended learning models for the research training of applicants at the second and third educational levels.

Background: Online learning outcomes may relate to students? preparedness and participation, but intention to continue is distinct from verified institutional retention. This study examined the associations among online learning readiness, student engagement, and retention intention among higher-education students in Kuwait. Methods: A quantitative cross-sectional questionnaire was administered online from 1-20 September 2026. The supplied dataset included 100 complete responses recruited through personal contacts and community WhatsApp groups. Readiness (20 items), engagement (24 items), and a broad continuation-related index (19 items) were scored as mean Likert responses. Analyses included descriptive statistics, internal consistency, Pearson and Spearman correlations, and a joint regression with HC3 robust coefficient inference. Results: Mean readiness was 4.398 (SD 0.716), engagement 4.353 (SD 0.727), and the broad continuation-related score 4.258 (SD 0.762), on a five-point scale. Pairwise associations were positive: readiness-engagement, r = .890; readiness-retention intention, r = .792; and engagement-retention intention, r = .832 (all p < .001). In the joint model, engagement remained positively associated with the outcome (B = 0.643, HC3 95% CI 0.382-0.903, p < .001), while the readiness coefficient was uncertain (B = 0.262, 95% CI -0.025-0.549, p = .073). The model explained 70.6% of sample variance; this is not evidence of out-of-sample prediction. A narrower, exploratory direct-intention item subset showed a similar pattern. Conclusion: In this convenience sample, higher self-reported readiness and engagement co-occurred with stronger continuation intentions, with engagement showing the more stable adjusted association. Cross-sectional self-report data, unvalidated item sets, influential observations, and nonprobability recruitment preclude causal or population-wide conclusions. No subsequent enrollment was measured; formal ethics approval was not obtained and requires transparent institutional guidance before publication.

Effective leadership is important to the functioning and development of private higher education institutions. This study analyzed leadership experiences and perceptions at Africa Renewal University (AfRU), focusing on the qualities and practices perceived to contribute to effective leadership. A mixed-method case study design was used, combining structured questionnaires and semi-structured interviews with students, teaching staff, non-teaching staff, management and senior leaders. The study obtained responses from 133 participants out of a target population of 200, representing a 66.5% response rate. Transformational leadership was the most frequently identified leadership style across all respondent groups, reported by 86.96% of students, 77.5% of teaching staff, 66.67% of non-teaching staff, and 70% of management and senior leaders. Among the leadership qualities examined, integrity and ethics received the highest number of responses, followed by effective communication, problem-solving and decision-making. Empathy and emotional intelligence and visionary thinking were also identified, although their emphasis varied across respondent groups. The findings indicate that perceived leadership effectiveness at AfRU was associated with a combination of ethical conduct, effective communication and practical leadership capabilities within a predominantly transformational leadership context. The study highlights the importance of developing leaders who can combine ethical character with effective communication, decision-making and problem-solving in private higher education.

The article examines the potential of mindfulness exercises for promoting students’ well-being and improving the effectiveness of English language teaching in higher education institutions of Ukraine. The relevance of the study is due to the increasing levels of stress, anxiety, emotional exhaustion, and reduced motivation among students, particularly in the context of the ongoing war in Ukraine, which highlights the need for educational approaches that support both academic achievement and psychological well-being. The paper reviews contemporary theoretical and empirical research on mindfulness, outlines its core principles, and analyses their application to the foreign language classroom. Particular attention is paid to the contribution of mindfulness to reducing foreign language anxiety, strengthening emotional regulation, increasing resilience, motivation, self-efficacy, concentration, memory, communication skills, and speaking performance. The article also discusses the pedagogical principles underlying effective mindfulness instruction, including intention, attention, attitude, inquiry-based learning, and the creation of a supportive and non-judgemental learning environment. Furthermore, the principles of non-judgement, acceptance, beginner’s mind, patience, non-striving, trust, letting go, and compassion are interpreted in relation to English language learning. Based on the analysed literature, the paper proposes a set of practical mindfulness activities that can be integrated into English language lessons, including mindful breathing, listening, writing, conversations, body scanning, movement, grounding, visualisation, art practices, and savouring. These activities may be used as lesson warm-ups, fillers, transitions, or independent learning tasks to foster students’ emotional well-being while simultaneously developing their communicative competence. It is concluded that mindfulness represents a valuable pedagogical approach capable of creating psychologically safe and engaging learning environments that support both language acquisition and personal development.

This article examines the process of developing the diagnostic and consultative competence of speech and language therapists. The issue is particularly relevant at the present stage of special education development in Ukraine, where competency-based approaches have become central to the professional preparation of future specialists. The study establishes that diagnostic and consultative competence begins to develop during pre-service professional training at higher education institutions and continues to evolve throughout a specialist's professional career. Furthermore, each type of professional activity is accompanied by corresponding emotional responses, which are considered important indicators of successful professional development. The study employed the following research methods: theoretical analysis and synthesis, a sociological survey (questionnaire), and mathematical methods for data processing. The concepts of phase, period, and stage are theoretically distinguished. Four stages in the development of a specialist's diagnostic and consultative competence are identified. Stage I marks the initial development of this competence during professional training. Stage II involves the foundational development of diagnostic and consultative competence in novice practitioners. Stage III is characterized by the formation of an individual professional style of diagnostic and consultative practice. Stage IV represents mastery in both speech and language therapy practice and diagnostic and consultative competence. The article describes the principal characteristics of professional activity and the corresponding changes in specialists' emotional responses throughout each period of every developmental stage. A sociological survey of speech and language therapists with varying lengths of professional experience was conducted to clarify the duration of the developmental periods for diagnostic and consultative competence, as well as the characteristics of their professional activities and the associated emotional states. Physicians with different levels of professional experience also participated in the survey, as diagnostic and consultative competence is similarly essential in medical practice. A pilot study based on interviews with 18 respondents demonstrated that the development of diagnostic and consultative competence follows a sequence of stages throughout the professional careers of speech and language therapists. Each stage encompasses different forms of both cognitive and professional speech therapy activities. The study also describes changes in specialists' emotional responses—from unpleasant emotions to positive feelings of enthusiasm, satisfaction, and psychological comfort—that accompany different types of professional activity at each stage of the development of diagnostic and consultative competence.

The article provides a theoretical and methodological rationale for the use of creative psychological and pedagogical technologies in teaching subject-specific methodologies of natural science disciplines in higher education. The relevance of the study is determined by the need to shift from the acquisition of reproductive knowledge to productive, inquiry-oriented, and professionally focused learning activities in the training of prospective teachers in natural science disciplines. Such activities enable students to generate ideas, formulate and test hypotheses, model natural processes, make methodologically grounded decisions, and create educational products. The aim of the article is to clarify the concept of creative psychological and pedagogical technologies, identify the features that determine their creative orientation, and substantiate the principles, conditions, and criteria for their selection and implementation in the professional training of prospective teachers of natural science disciplines. The study is theoretical and analytical in nature. The source base comprises regulatory documents, research articles, and methodological publications addressing the development of creativity, inquiry- and problem-based learning, teacher education in natural science disciplines, and the use of project-based, digital, and geoinformation tools. Analysis and synthesis, comparison, generalization, systematization, classification, pedagogical modeling, and methodological extrapolation were employed. Creative psychological and pedagogical technologies are understood as pedagogical technologies whose organization creates conditions for productive creative activity through openness to problems, variability of possible solutions, independent generation and verification of ideas, and the creation of a result that is new to the learner. Their implementation in natural science teacher education requires combining originality and variability with scientific validity, evidence-based reasoning, and verifiability. The methodological tools were systematized according to their functional purposes, distinguishing pedagogical technologies, methods, and types of activity, educational approaches, and digital tools. Psychological and pedagogical conditions and criteria for their selection were identified. The theoretical analysis provides grounds for considering problem- and inquiry-based learning, project-based learning, case-based learning, design thinking, modeling, open-ended tasks, geoinformation services, and virtual laboratories as promising tools for organizing creatively oriented learning activities of prospective teachers of natural science disciplines. Their appropriate integration may potentially contribute to the development of creative, critical, and systemic thinking, inquiry skills, and the ability to apply knowledge in non-standard educational and professional situations; however, these effects require further empirical verification. The findings may be used to develop educational programs and instructional materials for the professional training of prospective teachers in natural science disciplines.

The article is devoted to substantiating the structural components of stress resilience of future managers in the process of professional training in institutions of professional pre- higher education. The relevance of the study is determined by the growing demands on the professional activity of a modern manager, which is characterized by high responsibility, the dynamic nature of management processes, the need for prompt decision-making, constructive interaction with people, and effective functioning under conditions of constant change and psycho- emotional workload. Based on the analysis of scientific sources, it has been established that there is no unified approach to determining the structure of stress resilience in contemporary psychological and pedagogical literature. Depending on their conceptual foundations, researchers focus on its emotional, cognitive, behavioral, motivational, and personal characteristics. In this study, stress resilience is considered as a form of psychological resilience that ensures an individual’s ability to adapt effectively to the influence of stressors, maintain the productivity of professional activity, and act constructively in complex managerial situations. The author’s structure of stress resilience of future managers has been substantiated, comprising motivational-value, cognitive- behavioral, emotional-regulatory, and reflexive-communicative components. It has been established that the motivational-value component determines an individual’s orientation towards developing their own stress resilience and awareness of its professional significance; the cognitive-behavioral component characterizes the level of knowledge about the nature of stress and the ability to apply effective ways of coping with it; the emotional-regulatory component ensures self-control, emotional balance, and the ability to act under conditions of psychological tension; the reflexive-communicative component is associated with self-analysis of professional activity, constructive interaction within a team, and readiness for personal and professional self-improvement. The proposed component structure can be used as a theoretical basis for developing criteria, indicators, pedagogical conditions, and a model for developing stress resilience in future managers.

Digital technologies have become integral to higher education, yet the psychological strain they create for students is still poorly understood from the students’ own perspective, particularly in developing countries. This qualitative study explored university students lived experiences of digital stress (used interchangeably with technology stress and technostress to denote stress arising from digital devices and technology-based academic systems), including its sources, psychological impacts, and coping strategies. A phenomenological qualitative design was employed. Fifteen students (7 male, 8 females; aged 19–28 years) enrolled in BS, MS/MPhil, and PhD programmes at public and private universities in Islamabad and Rawalpindi, Pakistan, were selected through purposive sampling and interviewed using semi-structured, in-depth interviews. The data were analysed using the thematic analysis approach of Braun and Clarke (2006). Five themes were identified: (1) Academic Digital Overload, (2) Technological Anxiety and Uncertainty, (3) Emotional and Cognitive Exhaustion, (4) Constant Connectivity Pressure, and (5) Coping Strategies for Digital Stress. Students described managing multiple platforms and a continuous digital workload, fear of technical failure during examinations and submissions, mental fatigue, reduced concentration and irritability, and an expectation of being permanently available. Despite these stressors, students used time management, digital breaks, and peer support to cope. Interpreted through Technostress Theory and the Transactional Model of Stress and Coping, the findings show that digital stress is a multidimensional phenomenon shaped by academic demands, technological environments, and coping resources. Universities should develop student-centred digital learning systems that reduce technology-induced stress and promote psychological well-being.

Background Insomnia and poor sleep are highly prevalent among university students and are linked to impaired mental and physical health, reduced cognitive functioning, and lower academic performance. Existing interventions for insomnia include cognitive behavioural therapy for insomnia (CBT-I), mindfulness, and sleep hygiene. CBT-I is widely recognised as effective but remains difficult to access for the general population and lack scalability, long-term follow-up, and feasibility in non-clinical settings. Pragmatic, group-based approaches that can be delivered within the university and are tailored to help students develop self-endorsed routines and competencies for better sleep, creating sustainable changes that extend beyond the program period, is needed. Methods This study is a pragmatic, two-arm randomised controlled trial evaluating the effectiveness of a group-based sleep program for university students with insomnia symptoms. A total of 118 full-time students aged 18–30 meeting diagnostic criteria for chronic insomnia disorder will be randomized (1:1) to either the intervention or a wait-list control group. The intervention comprises 12 weekly 90-minute group sessions followed by nine monthly follow-up meetings, facilitated by trained coaches. The program integrates core elements of CBT-I with motivational and coping strategies, delivered in an interactive and peer-supported format. The primary outcome is change in insomnia severity measured by the Bergen Insomnia Scale. Secondary outcomes include subjective and objective sleep measures, mental health, cognitive performance, academic attainment, health behaviours, physical fitness, and biological markers. Assessments will be conducted at baseline, post-program (12 weeks), and 12 months. A mixed methods process evaluation will assess fidelity, acceptability, mechanisms of impact, and contextual influences. Discussion This trial will be among the first pragmatic evaluations of a structured, group-based sleep intervention tailored to university students with insomnia. Key strengths include the randomised controlled design, comprehensive outcome assessment, 12-month follow-up, and embedded process evaluation. If effective, the program could provide a feasible, scalable, and cost-effective model to improve sleep and therein health, and academic performance in young adults in higher education.

This research explores the critical intersection of consistency, standards and complexity in academic assessment integrity using focus groups consisting of academic staff and undergraduate nursing students. While academic quality standards are mandated by accreditation bodies to ensure accountability and skill acquisition, the marking process remains a complex, intuitive task heavily reliant on a marker's experience and practicality. Significant challenges arise when marking becomes overly criteria-driven at the expense of core assessment goals, leading to variability in judging relevant student ideas or specific technical skills such as referencing. Such variability undermines the reliability and objectivity essential for assessment fairness. To mitigate these risks, pre-marking meetings are identified as essential for establishing shared requirements and expectations among staff. Strategic timing of these supports, ideally pre-semester, provides the necessary framework for quality assurance and enables markers to make meaningful and accurate judgements regarding a student’s true knowledge and performance. Keywords: student/ marking/ assessment/ quality/consistency/ tertiary education

Student retention, graduation, and employment are major outcomes in higher education. They reflect the effectiveness of the institution in shaping the future workforce. Thus, this study examined undergraduate retention, graduation, and employment in 2020-2024. The Divisions of Academic Affairs, Registration, and Planning provided secondary data on 9 issues: admission plans, enrolment reporting, course registration, leave of absence, academic results, loss of student status, retention, graduation, and employment status. The study found that most students who lost status were from large northeastern institutions and were reported for portfolio round enrolment. They had low entrance academic performance. Most students in this cohort had GPAXs between 0.00 and 0.99 in 2024, with the lowest being 1.19. The Faculty of Environment and Resource Studies lost the most students. Mahasarakham Business School had the most, mostly first-year students. Many retained students came from big northeastern schools and reported for enrolment in the Portfolio round, followed by the Quota round. The mean entrance GPAX was 3.27, and the mean current GPAX was 2.34. The Faculty of Nursing had the greatest retention rates in the second and third years. Pharmacy and veterinary sciences had the highest retention rates in the fifth year and above. Most students who graduated within the curriculum's timeframe came from major northeastern schools and reported for portfolio round enrolment. Most students graduated on schedule, usually in the second semester. Large-school graduates worked largely in the northeast. The Faculty of Environment and Resource Studies had the greatest employment rate, whereas Mahasarakham Business School had the most employed graduates. Overall, 94.92% of graduates found work within a year. At 100.00%, the Faculty of Medicine achieved the greatest employment rate in its field.

Academic achievement in higher education is associated not only with individual and instructional factors but also with students' social environment. However, evidence on peer environments among Social Studies Education students in Indonesia remains limited, particularly regarding how peer interactions are experienced in academic contexts. This study examines the relationship between peer environment and academic achievement among pre-service Social Studies teachers at the Social Studies Education Study Program, Faculty of Education and Teacher Training, State Islamic University of Maulana Malik Ibrahim Malang. A sequential explanatory mixed-methods design was used. The quantitative phase involved 220 students from a population of 488 students in the 2023, 2024, and 2025 cohorts and was analyzed using PLS-SEM. The qualitative phase involved semi-structured interviews with 15 students selected purposively from the quantitative phase. The quantitative results indicated a positive and statistically significant association between peer environment and academic achievement (β = 0.145; t = 2.123; p = 0.034), although the effect size was small (f² = 0.014) and the model explained 1.5% of the variance in academic achievement (R² = 0.015). The qualitative findings identified four themes: academic behavior modeling, socio-academic support, group learning norms, and positive competitive drive. Together, the findings suggest that peer environment is a contextual factor associated with academic achievement through students' academic behaviors and interactions, rather than a dominant determinant of GPA. The study extends the application of Peer Influence Theory to pre-service Social Studies teacher education by highlighting the academic orientation and quality of peer interactions.

The traditional culture is an old type of culture with distinctive features of ethnicity which was created and evolved through a prolonged historical process of the Chinese nation. The splendid traditional culture of China reflects the indomitable spirit of self-improvement of the Chinese nation and the endless spiritual wealth of the Chinese people, and represents the common values of the Chinese people. This contains countless positive value concepts, philosophical feelings, modes of thinking, ritual systems, codes of conduct, and lifestyle practices, which will offer theoretical direction and spiritual guidance towards developing healthy ideological and moral character as well as instilling in the youth of the new era the core socialist values. General Secretary Xi Jinping has constantly stressed the importance of curriculum and textbooks playing their part in building a strong foundation and building up the spirit, as well as in brightening up minds and increasing wisdom; they should be the style of China and Chinese nation, and the result of the accumulation of knowledge on human cultural heritage and the outcome of innovations in this field. Hence, the incorporation of traditional culture education in primary, secondary, and higher education will greatly contribute to the successful realization of the mission of fostering virtue and nurturing talent in all schools.

The Trump administration is using all the levers of executive power to intervene in universities, including multimillion-dollar cuts, investigations into federal regulation violations, visa withdrawals for international students, and ideological pressures. The outcome of this fight over the purpose of higher education could shape the sector for decades. This reflection essay argues that these attacks have been facilitated by a decade-long loss of public trust in higher education. It addresses two main questions: Why have colleges and universities lost the support of society, and what should they do to restore public trust? The essay argues that this loss of support is driven primarily by rising costs, perceived ideological bias, and questions about degree value. By situating these discussions within scholarship on polarization, populist backlash, and the “diploma divide,” this essay moves beyond causes to explore sector-specific solutions. These include improving educational access, redefining political messaging, demonstrating nonpartisanship, supporting their communities, redefining diversity to include social class, and bridging the cultural divide to protect the university as a democratic institution.

Synchronous video conferencing (VC) has become an established mode of higher education, but sustaining student engagement remains challenging, particularly in practice-oriented disciplines such as graphic design. This study examined the effects of three gamification mechanisms, including animated badges, experience points, and level upgrades, on behavioural, emotional, and cognitive engagement in synchronous VC learning. Guided by Self-Determination Theory (SDT), a quasi-experimental non-equivalent control group design was implemented with 124 first-year graphic design students from three public universities in China. Participants were distributed equally across a non-gamified control condition and three gamified conditions (n = 31 per group). Engagement was assessed before and after a four-week instructional intervention. Significant improvements were observed within the engagement components across all three gamified conditions, with no statistically significant change observed within the control condition. Participant-level total scores for each dimension of engagement were then used to estimate baseline-adjusted regression models. The models accounted for 97.4% of the variance in post-intervention behavioural engagement, 96.6% in emotional engagement, and 98.8% in cognitive engagement. Relative to the control condition and after controlling for baseline engagement, animated badges, experience points, and level upgrades were associated with increases of 40.35, 46.90, and 49.36 points in behavioural engagement; 48.82, 51.76, and 52.48 points in emotional engagement; and 95.86, 105.46, and 107.36 points in cognitive engagement, respectively. The results suggest that gamification mechanisms vary in the strength and direction of their relationship with engagement, with the strongest adjusted relationships being found between progression-based gamification and the cognitive dimension of engagement. The study extends the analysis beyond significance testing by introducing a quantitative, baseline-adjusted model to estimate post-intervention engagement given gamification condition and baseline engagement and offers a more precise basis for the design of gamified VC interfaces.

Final-year engineering students frequently face severe psychological stress driven by demanding capstone projects and rigorous accreditation standards. This research proposes a novel decision-support framework to objectively evaluate, categorize, and systematically manage academic stress among engineering undergraduates. By integrating automated non-parametric machine learning with a multi-criteria network decision model, the research bridges diagnostic psychological profiling and strategic institutional intervention. Data were gathered from six hundred eleven final-year students across four engineering departments using a validated psychometric questionnaire. The automated classification engine utilizes a nearest-neighbor algorithm based on spatial Euclidean proximity to categorize individual distress severity into depression, anxiety, and stress levels without relying on rigid parametric assumptions. Subsequently, a strategic situational assessment and a multi-perspective personal performance framework were established to translate abstract psychological findings into measurable indicators. Clinical experts and academic domain specialists evaluated these indicators using an analytical network process, incorporating complex interdependencies and feedback loops to compute steady-state priority weights. Empirical results revealed that over ninety percent of respondents experienced at least moderate psychological distress. Crucially, the mathematical prioritization demonstrated that the financial perspective holds the paramount priority weight, followed by internal cognitive resilience, continuous knowledge acquisition, and external social relationships. This proves that financial stability serves as a foundational prerequisite for academic recovery and intellectual execution. The primary contribution of this research lies in converting static psychometric evaluations into a dynamic, clinically validated decision-support tool. Higher education institutions and academic counselors can implement this prioritized framework to allocate institutional resources effectively, design targeted financial relief initiatives, and optimize student well-being alongside academic excellence.

Higher education institutions are expected to continuously evaluate graduate programs to ensure that curricular offerings remain relevant, responsive, and aligned with the evolving demands of professional practice. This study assessed the relevance and applicability of the Master of Arts in Educational Management (MAEM) curriculum of Guagua National Colleges to the current professional work of its graduates and identified areas for curriculum enhancement. Using a quantitative descriptive-comparative research design, data were collected from 33 MAEM graduates through a structured survey questionnaire. Descriptive statistics such as frequency, percentage, weighted mean, and ranking were utilized to analyze quantitative data, while thematic analysis was employed to examine graduates' recommendations. Results revealed that most graduates occupy positions closely related to educational leadership and management, with 87.88% indicating that their present work is highly related or related to educational management. The overall relevance and applicability of the curriculum obtained a very high rating (M = 4.69), while the adequacy of competencies developed through the program received a mean rating of 4.67. Human Resource and Organizational Management emerged as the highest-rated competency area (M = 4.76), whereas Problem-Solving and Evidence-Based Decision-Making obtained the lowest mean rating (M = 4.64), though still interpreted as very high. Graduates recommended strengthening content related to digital leadership, educational technology, artificial intelligence, instructional leadership, research utilization, and experiential learning. Based on these findings, a Responsive MAEM Curriculum Enhancement Framework was proposed. The study concludes that the MAEM curriculum remains highly relevant to current professional requirements but should continuously evolve to address emerging educational challenges and technological advancements.

Blended learning (BL) has become increasingly established in higher education, yet research has focused more on effectiveness, engagement, and learning regulation than on how face-to-face and online learning jointly facilitate value internalization. In Pancasila Education, this issue matters because learning outcomes extend beyond knowledge of values to students’ decision-making and relationships. This exploratory qualitative study analyzed open-ended questionnaire responses from 67 Universitas Pendidikan Indonesia students using directed qualitative content analysis, complemented by a contextual review of learning materials and activities available through SPOT UPI. The findings reveal four patterns. First, students perceived face-to-face learning primarily as a relational space for dialogue, clarification, deliberation, and collaboration. At the same time, online learning served mainly as a regulatory space for flexibility, access to materials, time management, and independence. These functions complemented each other but were not exclusive. Second, value internalization became visible when Pancasila shifted from content to be understood into a basis for decision-making, respect for differences, rule compliance, and responsibility. Third, good character was associated with relational pathways toward justice and collaboration and self-regulatory pathways toward discipline, responsibility, and work ethic. Social support, digital culture, and LMS reliability influenced these processes. Fourth, discrepancies between ideal values and reality triggered moral reflection for some students, described as productive moral dissonance. The study interprets BL as an architecture of relational-regulatory functions and suggests connecting social interaction, self-regulation, authentic cases, reflection, process assessment, and reliable digital infrastructure in Pancasila Education. Keywords: Pancasila education, Value internalization, Blended learning; Good character; Higher education

This study aimed to develop and examine the validity, practicality, and preliminary effectiveness of the Outcome-Based Authentic Learning Model (OBALM) for strengthening the professional competence of prospective vocational educators. This Research and Development (R&D) study employed the ADDIE model and involved 54 third-semester students of the Vocational Makeup Education Study Program at the Indonesian Institute of the Arts Padangpanjang. Data were collected through expert validation, implementation observations, student responses, and a professional performance rubric, and were analyzed using Aiken’s V, percentage scores, N-gain, and inferential statistics. OBALM comprises six stages: Authentic Problem Orientation, Problem Analysis, Strategy Design, Implementation, Feedback, and Reflection. Expert validation yielded an Aiken’s V of 0.89, indicating high content validity, while the overall practicality score was 85.0%. Students’ mean professional competence score increased from 62.18 to 82.94, with an N-gain of 0.55. The pretest–posttest difference was statistically significant, t(53) = 13.44, p < .001, with a very large effect size (Cohen’s dz = 1.83). Improvements were observed across the seven targeted professional competence dimensions. These findings provide initial empirical support for OBALM as a structured learning approach that integrates outcome-based learning, authentic problems, practical performance, feedback, and reflection in vocational higher education. Keywords: outcome-based education, authentic learning, professional competence, vocational education, instructional model.

This article sought to adapt and validate an instrument for the perception of management policies and practices aimed at higher education professors, since the available instruments were designed for organisations in general and do not address the particularities of academic work. The instrument was based on two scales already validated for Brazilian organisations, with the addition of items on research incentives, publication support and the teaching career. Content and criterion validity derived from the published origin of the items, complemented by prior definition of the constructs, peer review and pre-testing. A total of 386 professors from Brazilian public and private institutions took part, answering on an interval scale based on adverbs of quantity and frequency. Internal consistency reached a Cronbach's alpha of 0.956. Exploratory factor analysis, used for the statistical validation of the constructs defined a priori, retained six factors explaining 67.3% of the accumulated variance, with a sampling adequacy of 0.948. The expected dimensions were reproduced, and the added items formed a factor of their own. It is concluded that the adapted instrument is suitable for measuring teachers' perception of institutional management.

Ecuadorian higher education policy combines the constitutional recognition of education as a right with admission rules that allocate scarce quotas through academic background, evaluations, and affirmative action measures. The objective of this article is to determine under what conditions meritocratic admission fulfills a legitimate allocative function and under which it becomes a judgment about the intellectual value of the applicants. A conceptual analysis is employed: Jacques Rancière's concepts of explanatory order, dumbness, intellectual emancipation, and equality of intelligences are placed in dialogue with meritocracy research, with the current regulatory framework, and with the available evidence on unequal access in Ecuador. The analysis distinguishes three propositions that are often confused: that applicants differ in their demonstrated preparation, that institutions should assign limited quotas, and that the resulting ordering reveals unequal intelligences. Only the first two are necessary to admit; the third is an inference that the framework allows to be questioned. Four conditions are specified: semantic totalization, interpretative monopoly, temporal fixation, and public circulation of the verdict under which an assignative procedure becomes part of an explanatory order, and it is shown that they are separable from assignment and therefore institutionally modifiable. Five rights-oriented design principles are proposed, with their stated foundation. It is concluded that a defensible alternative is not selection without standards, but selection that limits the meaning attributed to its instruments and identifies testable directions for future empirical research.

In South Africa, the persistent issue of graduates being ill-prepared for the job market highlights the deep-seated inequalities within the country's higher education system. Often, employability is attributed to student motivation or individual “skills gaps,” but these explanations overlook the structural mismatches that affect the transition from university to employment. This paper explores how curriculum design, Work-Integrated Learning (WIL), and the digital divide interact to contribute to career unpreparedness among students at a Historically Disadvantaged Institution (HDI) that serves many rural and low-income communities. This study addresses that gap by foregrounding the perspectives of institutional actors, lecturers, WIL coordinators, and academic advisors at a single HDI. Through an interpretivist qualitative study using semi-structured interviews with lecturers, WIL coordinators, and academic advisors, the paper examines how these institutional figures perceive the relationship among academic programmes, labour market demands, and students' real-life circumstances. The findings reveal that curriculum updates often lag behind the fast-evolving job sectors, particularly in Information and Communication Technology (ICT); that WIL systems are fragile due to limited placement opportunities, inconsistent employer engagement, and brief placement periods; and that students from rural and economically disadvantaged backgrounds face compounded challenges, including transport costs, weak professional networks, barriers to digital access, and limited knowledge of recruitment platforms. Additionally, the study highlights that the digital divide extends beyond mere connectivity issues to encompass disparities in access to devices and data, digital confidence, and digitally facilitated career opportunities. Amidst the discourse on the Fourth Industrial Revolution (4IR), globalisation, sustainability, and equity in African higher education, this paper calls for a transformation of the curriculum to be more collaborative, data-informed, and attuned to social needs. It proposes strengthening partnerships with advisory boards, co-creating curricula with industry, employing AI tools to align curricula, and coordinating policies among universities, employers, the Department of Higher Education and Training (DHET), and technology developers. The paper concludes that improving graduate employability in South Africa requires more than technical reforms alone; it necessitates addressing the structural inequalities that shape who can transition from higher education to meaningful employment. The paper contributes a structural-misalignment framework, a clear distinction among empirically grounded, analytically derived, and forward-looking implications, and a methodologically transparent account of qualitative analysis in a sensitive institutional setting.

The purpose of this study is to give an overview of the evolution of digital learning paradigms, its implementation in Indian institutions and the challenges and opportunities which it provides. The review also seeks to identify gaps in the current research that can be used to direct future empirical and theoretical research. The study adopts a systematic literature review methodology to explore the academic literature on the topic of online education and digital learning paradigm in India. Secondary data sources such as peer-reviewed journal articles, conference proceedings, government reports, policy documents and institutional publications were referred for the exhaustive review of literature. The search strings and keywords used were in various combinations such as online education, digital learning, distance education, e-learning, MOOCs, SWAYAM, OER and ICT in education and e-learning in Indian higher education. Only English-language publications that had an Indian focus were considered. To ensure comprehensive coverage, conceptual, empirical and review studies were included. The literature was broken down into themes and the following main categories were identified: distance learning, online education models, digital learning technologies, OER initiatives and national educational platforms. This systematic synthesis enables the structured understanding of the developments, trends and research gaps in the field. It is evident in the literature that low completion rates, lack of multilingual content, digital divide issues as well as a lack of learner engagement and mentoring, are still issues. However, the platforms are crucial for lifelong learning and skill development.

The University of South Africa (UNISA) is the largest higher education institution (HEI) in Africa. In fact, UNISA is one of the largest and leading open-distance e-learning (ODeL) institutions in the world and is reputable for its commitment to providing increased access to quality education and flexible teaching. Therefore, UNISA presents a unique context for exploring teacher education through flexible learning. To this end, the current research was conducted between February and May of 2025 and explored the role of flexible learning in teacher education at an influential model in the Global South. The rationale for this research was grounded in the need to address educational challenges in Africa through innovative teaching methods. Employing systematic document analysis and governed by the principles of grounded theory in the collection and analysis of data, this study aimed to explore UNISA’s provision of flexible teacher education. The findings revealed that flexible teacher education in Africa is a necessity and a complex undertaking. It is shaped by demographic pressures, economic constraints, historical inequalities, and crisis events such as the COVID-19 pandemic. Flexible learning expands access, reduces costs, and offers opportunities for curriculum transformation. Its effectiveness, however, is constrained by systemic challenges, including digital inequalities, resistance to pedagogical change, and limitations in institutional capacity. A key contribution of this research is the development of an emerging theory that reveals that flexible education is a balancing act between expanding access and maintaining quality.

This study examines how the socio-psychological climate in higher education influences the formation of students’ civic positions across motivational, cognitive, and behavioural components. To address predominantly low-to-medium baseline civic engagement, the study developed and implemented the “Harmony and Citizenship” programme aimed at fostering a supportive educational environment. Effectiveness was evaluated using documentation analysis, pedagogical observation, expert evaluations, and self-assessments. Post-implementation results confirmed the programme’s efficacy, particularly in the experimental group. Behaviourally, the experimental group achieved a higher proportion of high civic engagement (42.7% vs. 41.2% in the control group) and a significant reduction in low-level engagement (13.8% vs. 21.5%). The experimental group also showed gains in high-level motivational (34.1%) and cognitive (33.9%) dimensions. By substantiating key concepts such as civic education, patriotism, and citizenship, this research provides a practical, adaptable methodology for enhancing students’ civic development through institutional climate optimization.

Abstract Summer melt describes the phenomenon of graduates who appear ready for college opting not to enroll after high school, often because of challenges arising during the summer. Using the Education Longitudinal Study of 2002, this study situates summer melt within the broader college-choice process by comparing summer melters with students who follow through on their intentions, those who never intend to enroll, and those who enroll without prior intent. Socioeconomic differences in summer melt are closely tied to earlier disparities in progressing toward college intent. Summer melters also share some academic and behavioral characteristics with students who do not intend to enroll and are less likely than college-intending enrollees to maintain consistently high educational expectations during high school. They also exhibit differences in their model-predicted probabilities of enrollment between the 10th and 12th grades, with larger differences more common among lower-SES students. These results highlight the value of viewing summer melt as one point among several at which students reconsider their postsecondary plans, as well as the need for conceptual models that incorporate ongoing, rather than discrete, decision-making in the transition to college.

This study evaluates the effectiveness of a participatory greening program in implementing a Green Campus and achieving SDG 12 among Biology students. A quantitative pre-experimental, one-group pre-test post-test design was employed with 80 undergraduate student selected by purposive sampling. Instruments included expert-validated knowledge tests, environmental questionnaires, and observation checklist (instrumental validity score of 100%). The four-month program involved activities such as planting, watering, weeding, fertilizing, and monitoring, specially designed to promote sustainable consumption and production practice-including organic fertilization efficient water usage, composting, and responsible resources management. Student participation averaged 84.15%. Statistical analysis using the Wilcoxon signed-rank test indicated a significant increase in environmental knowledge (Z = -7.786, p < 0.001) with a high N-gain score of 0.83. Additionally, students’ environmental care attitude improved significantly, with the mean score rising from 51.37 to 91.81, categorized as “very positive”. These findings demonstrate that the greening program is empirically effective in improving ecological literacy and foresting proenvironmental attitude while reinforcing sustainable production principles. Therefore, this program can be adopted as a scalable and sustainable model for Green Campus initiative in higher education.

Gender inequality in higher education remains a concern in rural Pakistan, where women’s education opportunities are shaped by social expectations concerning mobility, family responsibilities, and appropriate gender roles. This study examined how social stigmatization associated with staying at home and performing domestic roles is experienced by rural females and how public and self-stigma relate to their participation in higher education. A qualitative descriptive phenomenological design was employed. Data were collected by semi-structured interviews from 30 participants in rural Pakistan, including eight female students and nine female family members, and 13 male family and community members. Thematic analysis identified four interrelated themes: restricted mobility and chaperonage, conditional educational and career aspirations, internalized domestic identity, and protectionist concerns surrounding coeducation. The findings indicate that female education was generally valued, but support was often conditional on family approval, proximity to home, supervision, and conformity with socially accepted roles as daughters, wives, and mothers. Public stigma was reflected in shared expectations that restricted women’s mobility, educational location, and career choices. While self-stigma through self-censorship became apparent when some female students anticipated these judgments and adjusted their educational aspirations accordingly. These findings suggest that educational inequality in the setting examined is associated not only with material and institutional barriers but also with social judgments and their internalization. By applying a stigma perspective, the study provides a context-specific account of how public stigma, self-stigma, and self-censorship may interact with gendered expectations to narrow higher education opportunities for rural females.

Academic Competency Test (TKA) is an assessment tool designed to measure the literacy, numeracy, and reasoning abilities of high school students as indicators of academic readiness for higher education. However, TKA results show that student achievement is still relatively low and varies between subjects. This study aims to comprehensively examine the determining factors that influence the low achievement of senior high school students in the Academic Competency Test (TKA). This study uses a qualitative descriptive approach with a literature study method, with data sources in the form of reputable national and international scientific articles and secondary data from TKA results published by the Education Assessment Center, Ministry of Primary and Secondary Education. The data were analyzed through the stages of reduction, presentation, and conclusion drawing. The results of the study show that low TKA achievement is influenced by internal factors, including weak higher-order thinking skills (HOTS), low basic literacy and numeracy, high academic anxiety, and low student motivation to learn. In addition, external factors such as the gap between learning practices and national assessment requirements, the phenomenon of learning loss after the pandemic, limitations in teachers' pedagogical competencies, and socio-economic conditions also contribute to low TKA achievement. These findings show that TKA achievement is a reflection of the overall quality of the learning ecosystem and requires the strengthening of literacy, numeracy, and reasoning-based learning on an ongoing basis.

Transformations in contemporary higher education require a reconsideration of the theoretical and practical foundations of student socialization management. Digital transformation, hybrid learning environments, growing student diversity, changing labour-market expectations, and participatory governance have made socialization a strategic issue in university management. The article aims to systematize contemporary models of student socialization management, identify their managerial potential and limitations, and propose an integrated structural–functional model based on theoretical synthesis. The study employs theoretical and comparative analysis, systematization, generalization, and pedagogical modelling. It argues that effective socialization management cannot be reduced to students’ adaptation to the university environment; rather, it should encompass academic and social integration, a sense of belonging, social and professional competences, professional identity, digital citizenship, self-regulation, and social agency. The proposed model integrates systemic, ecological, student-centred, competence-based, participatory, and digital-ecosystem approaches, thereby providing a more holistic, measurable, and manageable framework for student socialization.

Professional speech culture is an essential component of teacher preparation, yet university courses in this area often emphasize normative linguistic knowledge without sufficiently integrating its application to authentic pedagogical communication. This study aimed to preliminarily adapt and evaluate the Teacher's Speech Culture course for pre-service Kazakh language teachers by strengthening the integration of normative-linguistic, communicative-pragmatic, discursive, and interactive components of professional speech competence. A single-group pre-test–post-test design was used. Initially, 180 students were recruited from two higher education institutions in southern Kazakhstan; 156 completed all stages and were included in the final analysis. The adapted course combined theoretical instruction with professionally oriented communicative situations, independent construction of professional utterances, interactive tasks, and reflective analysis of speech behaviour. Professional speech competence was assessed before and after the course using diagnostic and performance-based measures. The assessment demonstrated satisfactory internal consistency (Cronbach's α = 0.86). Data were examined using pre-test -post-test comparisons and path analysis. Overall professional speech competence increased from M = 7.84 (SD = 1.62) to M = 9.72 (SD = 1.48), t (155) = 11.46, p < 0.001, Cohen's d = 0.92. Significant improvements were also observed across the normative-linguistic, communicative-pragmatic, discursive, and interactive components. Path analysis indicated that the ability to analyse professional communicative situations had the strongest direct association with professional speech competence. Professional speech competence was also positively associated with speech self-control and flexibility of professional speech behaviour. The findings provide preliminary empirical support for a practice-oriented adaptation of the Teacher's Speech Culture course that connects knowledge of language norms with contextual analysis, independent speech production, and regulation of professional communication. Given the absence of a separate control group, the observed changes should be interpreted as pre-test–post-test differences associated with course participation rather than evidence of a causal intervention effect. Further controlled studies involving broader samples are required to evaluate the effectiveness and generalizability of the adapted course.

This article reflects upon the possibilities of remote teaching in the context of Emergency Remote Teaching (ERT), a response to the suspension of in-person activities during the COVID-19 pandemic. Against this backdrop, the article examines resources, strategies, and pedagogical possibilities mediated by digital technologies experimented with by higher education institutions (HEIs) to ensure the continuity of academic activities. The reorganization of educational practices has driven the incorporation and reappraisal of digital technologies and environments, expanding possibilities for interaction, communication, access, and student monitoring. In this context, remote teaching highlighted not only the availability of technology but also the need to articulate it with methodological approaches consistent with educational objectives and students’ concrete conditions. It is concluded that emergency remote teaching has enhanced possibilities already present in the educational landscape while simultaneously revealing challenges regarding interaction, pedagogical mediation, and the participation of those involved in the educational process.

Introduction This study examines the public visibility and documentary traceability of university co-creation and collaborative governance for sustainability, based on documentary evidence available on the institutional portals of a set of universities in Ecuador. It explores how publicly available records represent forms of territorial articulation that extend beyond traditional university extension models. Methods The research adopts a documentary case study design supported by a multi-criteria matrix of co-creation indicators, mapping the 59 institutions included in the defined universe. Data were gathered exclusively from verifiable public sources on official university websites, institutional repositories, sustainability reports, strategic plans, and digital documentation spanning the 2024–2025 period, with a standardized corpus closure date of July 24, 2026. Results Evaluated institutions exhibit heterogeneous institutional records regarding their engagement and sustainability initiatives. Five documentary cases were selected for analysis based on information availability, alongside candidate cases retained for sensitivity analysis using “Not Assessable” (NA) coding. The publicly documented cases provide evidence of varying degrees of participation, multi-actor coordination, knowledge-system dialogue, governance arrangements, documented results, project continuity, and articulation beyond traditional third-mission activities. Discussion The findings are restricted to the scope of public documentary visibility and traceability. They should be interpreted as patterns of documentary traceability rather than as direct evidence of the full implementation or effectiveness of co-creation practices in the institutions studied.

This case study examines how dialogic learning and teaching (DLT) can strengthen problem-based learning (PBL). Conducted in a fifth-semester communication course at Aalborg University, Denmark, the intervention explored whether the physical classroom can function as a meaningful dialogic space that enhances group work, collaboration, and student responsibility in alignment with PBL. Drawing on theoretical accounts of dialogue, particularly Wegerif’s framework, the study investigated class-level and group-level dialogue facilitated by the teacher rather than self-facilitated dialogue outsourced to isolated student groups. Empirical findings from surveys and classroom observations indicate that DLT fostered deeper engagement, strengthened mutual accountability, and improved students’ willingness to contribute, while also revealing tensions such as reduced opportunities for digital note-taking and the significant time required for high-quality dialogue. The study concludes that DLT can substantively enrich PBL by supporting shared problem exploration and collaborative meaning-making when adequate time and flexibility are provided.

Higher education has historically operated under a paradigm of information scarcity, positioning universities as premier institutions for curating and transmitting knowledge. The convergence of digital hyper-abundance, algorithmic curation, and generative artificial intelligence (GenAI) has disrupted this model, producing what educators increasingly describe as a crisis of critical thinking in higher education. The purpose of this review is to examine how information abundance, algorithmic curation, and GenAI use may influence university students’ critical thinking, and to synthesise what this evidence implies for what universities teach and how they assess. Using a critical narrative review design with thematic synthesis, the review analyses 45 verified sources (empirical studies, systematic reviews and meta-analyses, conceptual works, and policy guidance) identified through citation chaining and targeted searches; empirical GenAI studies date from November 2022 to 2026, and foundational theoretical works from 1976 onward. The synthesis is anchored in an integrative framework that combines cognitive load and dual-process theory, cognitive offloading, scaffolding theory, self-regulated learning, and epistemic cognition, with critical thinking as the principal outcome. Five themes emerged: (1) information abundance appears to shift the central cognitive challenge from retrieval to evaluation; (2) unguided GenAI use is associated with reduced cognitive engagement and, in several experiments, with weaker independent performance once AI support is removed, although guardrailed designs appear to mitigate this; (3) fluent AI output can be mistaken for validated knowledge, and AI-detection tools are unreliable and biased; (4) lateral reading, guided AI use, and process-visible assessment have promising but uneven support; and (5) workload, equity, and policy constraints limit adoption. From these themes, the review derives the Fade–Visibility Matrix, which crosses AI support structure (persistent versus fading) with assessment design (product-only versus process-visible) to yield four diagnostic states. The evidence is early and methodologically uneven, but it is most consistent with a structural rather than individual explanation. Universities should therefore teach evaluation, verification, and metacognitive regulation explicitly, design AI support to fade, and redesign assessment so that the learning process, not only the finished product, can be observed.

The article discusses the specifics of social-pedagogical work with students majoring in “Social Pedagogy,” focusing on interacting with learners who require special educational conditions due to visual impairments. It presents the educational and social needs of the learners, the pivotal role of the social pedagogue, and the blended teaching methodology developed for this topic. Special attention is paid to the interconnected organization of lectures and practical sessions, the execution of case studies, and the core role of establishing trust and mutual understanding with the learner—all of which foster students’ professional competencies and inclusive mindset. The objective of the article is to present the methodical implementation experience of teaching the topic “Specifics of working with learners with special educational needs conditioned by visual impairments,” highlighting the complementary role of lectures and practical seminars in the professional development of future social pedagogues. During the lectures and practical seminars, a comprehensive range of methods and tools are utilized: slide presentations, lecture-discussions, Q&A sessions, “one-minute reflection,” brainstorming, video screenings, graphic charts, case studies, individual and group work, role-plays, educational games, discussions, and the “invisible trust” method. The application of these methods stimulates students' active engagement, enhances initiative, fosters positive interpersonal relationships, and develops essential social skills. Main Conclusion. The methodical framework proposed in this article can serve as a practical guide for higher education instructors. Such in-depth preparation for working with learners with visual impairments ensures that future educators enter the school system not as passive observers of the inclusion process, but as active, competent creators of a high-quality, accessible, and safe learning environment.

This study explored the academic validation experiences of internal migrant college students and their implications for proposed psychosocial support activities. Specifically, it examined forms of academic validation, their influence on psychosocial well-being and academic persistence, and challenges in obtaining institutional support. Using a qualitative research design and Interpretative Phenomenological Analysis, the study examined interview accounts from eight internal migrant college students at Cavite State University–Main Campus during the academic year 2025–2026. Findings revealed that students experienced academic validation through faculty recognition, constructive feedback, peer encouragement, and academic achievements. Such experiences fostered motivation, confidence, belonging, and continued academic engagement. Conversely, limited recognition contributed to discouragement, self-doubt, and emotional distress. Participants also described homesickness, social isolation, language barriers, unfamiliar cultural practices, communication difficulties, and hesitation in seeking academic or emotional assistance. Despite these challenges, personal resilience, supportive classmates, and determination helped students adjust and persist in their studies. Based on the findings, the study proposed the BRIDGE Program, emphasizing peer mentoring, support circles, cultural integration, wellness activities, academic assistance, counseling, and opportunities for emotional expression. The study concluded that academic validation and accessible psychosocial support are important to the adjustment and educational persistence of internal migrant students. It aligns with Sustainable Development Goal 3, Good Health and Well-Being; Goal 4, Quality Education; and Goal 10, Reduced Inequalities. Its potential sustainability contribution lies in guiding inclusive institutional support practices that strengthen student welfare, social belonging, and equitable participation in higher education. These practices may also encourage more responsive and supportive campus communities.

Scholarship initiatives support students by easing the financial burdens of their academic experiences and facilitating access to higher education. Literature on scholarship programs primarily emphasizes their benefits, including reduced stress and broader opportunities. Yet the results show contrasting findings. Some studies report greater persistence and better examination performance among recipients, while others show no statistically significant difference in overall achievement compared to non-recipients. This inconsistency underscores the need to further examine whether academic results consistently differ by scholarship status. Although scholarships are widely recognized to alleviate financial problems and expand access, evidence remains inconclusive about whether these benefits consistently translate into improved academic performance. Thus, this study examined whether accounting students’ final examination scores and General Weighted Average (GWA) differed by scholarship status. These questions were tested using the Jamovi software to determine whether a statistically significant difference exists between the two groups. Results showed a contrasting pattern: scholarship recipients performed better on the final examination, while non-recipients performed better in the GWA. These outcomes indicate that scholarship status was associated with different patterns across the two academic performance measures. Thus, the results provide empirical evidence to inform scholarship program refinement and support higher education policy decisions.

Rising living costs and expensive higher education place many students under financial pressure, yet the evidence from Southeast Asia has not been brought together. Following the Arksey and O’Malley framework and PRISMA-ScR reporting guidelines, a total of 239 records were screened, comprising 174 records retrieved from Scopus and 65 records from non-Scopus sources. Eleven studies from five countries (the Philippines, Indonesia, Malaysia, Singapore, and Thailand) were charted and synthesised narratively. Six were quantitative surveys, and five of the eleven appeared in 2025 or 2026. Six themes emerged. First, costs extend beyond tuition: programme costs, rent, and other indirect expenses create hardship even where tuition is free. Second, access to family resources and financial aid is unequal. Third, financial strain is reported alongside psychological distress and academic strain, a pattern of co-occurrence rather than demonstrated cause. Fourth, students cope through income generation, saving and economising, building financial literacy, cognitive reappraisal, spiritual support, and selective use of social support. Fifth, financial literacy and behaviour appear to shape financial well-being, although findings on financial stress conflict. Sixth, authors call for support beyond tuition, but no study evaluated an intervention. The evidence is mostly cross-sectional, and no eligible study came from Vietnam, Myanmar, Cambodia, Laos, Brunei, or Timor-Leste. Malaysia contributes one study, which examines financial well-being rather than coping strategies. Future work needs harmonised measures, longitudinal and intervention designs, and wider country coverage.

The integration of extension programs into the curriculum is one of the major recent changes in Brazilian higher education, fostering closer ties between universities and society. This study analyzes the perceptions of mathematics education majors at UEPG regarding their initial experiences in extension courses. This is a qualitative, exploratory, and descriptive study based on the analysis of responses provided by students enrolled in the course “Introduction to Extension Practice.” The data were examined using content analysis and categorized a priori based on the five guidelines for university extension programs (FORPROEX, 2012). Our results show that pre-service teachers recognize extension courses as privileged spaces for teacher training, engagement with the community, and contextualized pedagogical practices. They highlight mathematics as accessible, playful, and socially relevant knowledge. We emphasize that the integration of extension into the curriculum contributes significantly to initial teacher education, strengthening the integration between the university and society.

ادغام برنامه‌های توسعه‌ای در برنامه درسی یکی از تغییرات عمده اخیر در آموزش عالی برزیل است که پیوندهای نزدیک‌تری میان دانشگاه و جامعه ایجاد می‌کند. این مطالعه، ادراکات دانشجویان رشته آموزش ریاضیات در دانشگاه UEPG را نسبت به تجربیات اولیه‌شان در دوره‌های توسعه‌ای مورد تحلیل قرار می‌دهد. این پژوهش، کیفی، اکتشافی و توصیفی است و بر پایه تحلیل پاسخ‌های ارائه‌شده توسط دانشجویان ثبت‌نام‌کرده در دوره «مبانی کارآموزی توسعه‌ای» انجام شده است. داده‌ها با استفاده از تحلیل محتوا بررسی و بر اساس پنج دستورالعمل برای برنامه‌های توسعه‌ای دانشگاهی (FORPROEX, 2012) پیش‌طبقه‌بندی شدند. نتایج ما نشان می‌دهد که معلمان آینده، دوره‌های توسعه‌ای را فضاهای ممتازی برای تربیت معلم، مشارکت با جامعه و اجرای شیوه‌های آموزشی زمینه‌مند می‌دانند. آن‌ها ریاضیات را دانشی قابل دسترس، سرگرم‌کننده و مرتبط با مسائل اجتماعی برجسته می‌کنند. ما تأکید می‌کنیم که ادغام توسعه‌ای در برنامه درسی، سهم بسزایی در تربیت اولیه معلمان دارد و یکپارچگی میان دانشگاه و جامعه را تقویت می‌کند.

Purpose: This study examines the role of individual management educators in implementing Responsible Management Education (RME). It addresses a critical gap in the literature, which has disproportionately focused on institutional adoption and programme-level commitments rather than the agency, practices, and development of academics who translate these principles into reality. Methodology: Following PRISMA guidelines, this systematic literature review identified 42 peer-reviewed articles from Google Scholar (2000–2025). The data were analyzed using the inductive Gioia methodology to capture educators' actions and mapped against the UN’s seven Principles for Responsible Management Education (PRME). Findings: The review synthesizes individual academic action into four interconnected, mutually reinforcing themes: curriculum revisions, enhanced external engagement, embodiment of pedagogical changes, and academic development in teaching, learning, and researching (TLR). Crucially, academic development serves as the foundational connective thread, empowering educators with the research capability, credibility, and peer support required to drive the other three dimensions. Implications: For academics, the study demonstrates that RME is enacted through everyday choices in classroom pedagogy and collaborative research. For business school leadership, it highlights that institutional change requires actively supporting educators through protected time, mentoring, and revised workload and promotion incentives that reward responsible scholarship. Originality: By shifting the unit of analysis from the institution to the individual academic, this paper addresses why top-level PRME commitments often decouple into symbolic rhetoric. It contributes to a dynamic conceptual framework that models the individual educator as the central change agent orchestrating curriculum revision, pedagogical innovation, external collaboration, and scholarship. Limitations and directions for future research: This review primarily draws literature from Google Scholar and provides an interpretive thematic synthesis. Future research should empirically validate the framework through surveys and interviews across diverse geographic and developing-economy contexts, while further exploring the under-researched PRME Practice principle. Keywords: Responsible Management Education; PRME; Business Academics; Business Schools; Higher Education

The rapid expansion of online learning in higher education has transformed the way students interact with course content, instructors, and peers, making student engagement a critical indicator of learning success. This study investigates the influence of online learning quality, lecturer support, and academic self-efficacy on student engagement in an online learning environment. Using a quantitative research design, data were collected from university students through a structured questionnaire measuring the four key constructs. The data were analyzed using multiple regression analysis to examine the direct effects of each independent variable on student engagement. The results reveal that all three variables—online learning quality, lecturer support, and academic self-efficacy—have significant positive effects on student engagement. Among these, academic self-efficacy emerged as the strongest predictor, indicating that students’ confidence in their academic abilities plays a central role in shaping their level of participation and involvement. Online learning quality also significantly contributes to engagement, emphasizing the importance of well-designed, interactive, and accessible digital learning environments. Additionally, lecturer support was found to positively influence engagement, highlighting the role of instructor presence, feedback, and communication in fostering an engaging learning experience. These findings suggest that improving both structural and psychological aspects of online education can enhance student engagement. The study contributes to the growing body of literature on online learning by providing empirical evidence on key factors that influence engagement and offers practical implications for educators and institutions aiming to optimize online learning experiences.

Reflective conversation is a powerful relational pedagogical tool. When embedded within personal tutor conversations, it can enhance the student experience of mattering in higher education, where increasing student numbers can reduce the relational quality and experience of learning. Personal tutor conversations that embed reflective dialogue therefore have the potential to become purposeful conversations, empowering students to feel heard and understood. As key components of mattering, feeling heard and understood when achieved, enable personal tutors to develop accurate, empathic understanding of the student’s lived experience of learning and teaching. Furthermore, reflective dialogue embedded within personal tutor conversations can empower students to get to know themselves. Supporting the student to develop an enduring curiosity into who and why they are creates space for the generation of knowledge that can enhance self-awareness. However, this piece argues that for this to be truly meaningful, personal tutors need to recognise the value of reflection for themselves, have the courage to develop their own reflective mindset and skills, and model reflective behaviours if students are to perceive they matter through the relational reflective pedagogy inherent in personal tutor conversations

The flipped classroom (FC) model has obtained collective attention in medical education for its potential to enhance student engagement, active learning, and knowledge retention.This study systematically reviews the report on flipped classrooms in medical education using the Preferred Reporting Items for Systematic reviews and Meta- Analyses (PRISMA) framework. Articles were retrieved from reputable databases, including PubMed, Medline, OVID, ACM, ScienceDirect, Taylor & Francis, MDPI, SAGE, SpringerLink, Wiley, IEEE Xplore, and Google Scholar.The 34 studies were identified exploring flipped classroom teaching approaches to enhance medical education. Review focuses on the tools and technologies employed such as video creation, learning management systems, podcasts, online assessments, and collaborative platforms as well as pedagogical strategies implemented across medical courses.This study focused on flipped learning in higher education. Future research should examine its application in other educational settings, including schools, vocational, technical, and professional training. Emerging technologies such as artificial intelligence and augmented reality warrant investigation for their impact on student engagement and learning outcomes across disciplines. Further studies should also explore the influence of cultural and geographical factors on flipped classroom implementation and effectiveness. Additionally, research is needed to determine how flipped classroom activities can be tailored to specific learning objectives, student needs, and subject areas. Finally, longitudinal studies are recommended to assess the long- term effects of flipped learning on student achievement, retention, and academic success.

مدل کلاس معکوس (FC) به دلیل پتانسیل آن در افزایش مشارکت دانشجویان، یادگیری فعال و حفظ دانش، توجه جمعی را در آموزش پزشکی به خود جلب کرده است. این مطالعه به‌صورت نظام‌مند گزارش‌های مربوط به کلاس‌های معکوس در آموزش پزشکی را با استفاده از چارچوب آیتم‌های ترجیحی برای گزارش مرورهای نظام‌مند و متاآنالیزها (PRISMA) مرور می‌کند. مقالات از پایگاه‌های داده معتبر از جمله PubMed، Medline، OVID، ACM، ScienceDirect، Taylor & Francis، MDPI، SAGE، SpringerLink، Wiley، IEEE Xplore و Google Scholar بازیابی شدند. در مجموع ۳۴ مطالعه شناسایی شد که رویکردهای تدریس کلاس معکوس را برای ارتقای آموزش پزشکی بررسی کرده‌اند. این مرور بر ابزارها و فناوری‌های به‌کاررفته مانند تولید ویدئو، سامانه‌های مدیریت یادگیری، پادکست‌ها، ارزیابی‌های آنلاین و پلتفرم‌های همکاری و همچنین راهبردهای آموزشی اجراشده در دوره‌های پزشکی تمرکز دارد. این مطالعه بر یادگیری معکوس در آموزش عالی متمرکز بود. پژوهش‌های آتی باید کاربرد آن را در سایر محیط‌های آموزشی از جمله مدارس، آموزش‌های فنی‌وحرفه‌ای و تخصصی بررسی کنند. فناوری‌های نوظهوری مانند هوش مصنوعی و واقعیت افزوده شایسته بررسی برای تأثیر آن‌ها بر مشارکت دانشجویان و پیامدهای یادگیری در رشته‌های مختلف هستند. مطالعات بیشتر همچنین باید تأثیر عوامل فرهنگی و جغرافیایی بر اجرای کلاس معکوس و اثربخشی آن را بررسی کنند. علاوه بر این، پژوهش‌هایی لازم است تا مشخص شود چگونه فعالیت‌های کلاس معکوس می‌تواند متناسب با اهداف یادگیری خاص، نیازهای دانشجویان و حوزه‌های موضوعی تنظیم شود. در نهایت، مطالعات طولی برای ارزیابی اثرات بلندمدت یادگیری معکوس بر پیشرفت، ماندگاری و موفقیت تحصیلی دانشجویان توصیه می‌شود.

‘Student voice’ and ‘inclusivity’ have emerged as cornerstones of assessment redesign projects. One largely unarticulated precondition for the student voice to be a meaningful determinant of assessment practices is that student preferences are consistent and specific. To find out whether this is actually the case, we developed a mixed-method approach to analysing focus group transcripts. The core of our work consists of a topic analysis and a collocation analysis. The main finding from our topic analysis is that student discourse does not revolve around a consistent set of preferences. Individual preferences get drowned out in aggregate data. Our collocation analysis shows an intense student focus on the logistics and regulation of assessment and a devastatingly bleak evaluation of them. Concerns around what is being assessed are largely absent from conversations around assessment preferences. Results point to a need to build trust at a ‘local’ level rather than seek silver bullets.

«صدای دانشجو» و «شمولیت» به‌عنوان ارکان اصلی پروژه‌های بازطراحی ارزیابی مطرح شده‌اند. یکی از پیش‌شرط‌های عمدتاً بیان‌نشده برای آنکه صدای دانشجو بتواند به‌عنوان تعیین‌کننده‌ای معنادار در شیوه‌های ارزیابی ایفای نقش کند، این است که ترجیحات دانشجویان سازگار و مشخص باشد. برای بررسی اینکه آیا واقعاً چنین است یا خیر، رویکردی ترکیبی برای تحلیل رونوشت‌های گروه‌های کانونی توسعه دادیم. هسته اصلی پژوهش ما شامل تحلیل موضوعی و تحلیل هم‌آیی است. یافته اصلی تحلیل موضوعی ما این است که گفتار دانشجویان حول مجموعه‌ای سازگار از ترجیحات نمی‌چرخد. ترجیحات فردی در داده‌های تجمیعی نادیده گرفته می‌شود. تحلیل هم‌آیی ما نشان می‌دهد که تمرکز دانشجویان بر جنبه‌های لجستیکی و مقرراتی ارزیابی بسیار شدید است و ارزیابی آن‌ها از این جنبه‌ها به‌شدت منفی است. نگرانی‌ها درباره اینکه چه چیزی مورد ارزیابی قرار می‌گیرد، عمدتاً در گفتگوهای مربوط به ترجیحات ارزیابی غایب است. نتایج نشان می‌دهد که نیاز به ایجاد اعتماد در سطح «محلی» وجود دارد و نباید به دنبال راه‌حل‌های معجزه‌آسا بود.

STEM-focused higher education systems worldwide face increasing pressure to prepare learners for complex, ill-structured challenges, from climate resilience to AI ethics, that demand adaptive expertise and integrative thinking. Yet most higher education environments remain oriented toward near transfer, emphasizing the application of knowledge within familiar boundaries more consistently than flexible reasoning across diverse contexts. This essay advances the Fractal Systems Model (FSM), an equity-centered conceptual framework that integrates cognitive, sociocultural, and systems-theoretical perspectives to examine how higher education systems might be designed to support adaptive expertise. FSM reconceptualizes far transfer as a potentially designable system property shaped by recursively aligned learning processes across educational scales. Drawing on research in cognitive science, situated learning, equity studies, and Discipline-Based Education Research, the model specifies how opportunities for abstraction, integration, and recontextualization can recur across the micro, meso, and macro levels of higher education. FSM further proposes that alignment across these levels may strengthen opportunities for far transfer and adaptive expertise while reducing reliance on isolated courses or selective enrichment experiences. The model offers researchers, practitioners, and policymakers an empirically testable systems framework for examining how equitable learning ecosystems can be designed to support adaptive expertise for the complex challenges of the twenty-first century.

سیستم‌های آموزش عالی با تمرکز بر STEM در سراسر جهان با فشار فزاینده‌ای برای آماده‌سازی یادگیرندگان جهت مواجهه با چالش‌های پیچیده و ساختارنیافته، از تاب‌آوری اقلیمی تا اخلاق هوش مصنوعی، که نیازمند تخصص انطباقی و تفکر تلفیقی هستند، روبه‌رو می‌باشند. با این حال، اغلب محیط‌های آموزش عالی همچنان بر انتقال نزدیک متمرکز هستند و کاربرد دانش در چارچوب‌های آشنا را بیش از استدلال انعطاف‌پذیر در زمینه‌های متنوع مورد تأکید قرار می‌دهند. این مقاله مدل سیستم‌های فراکتال (FSM) را به عنوان یک چارچوب مفهومی با محوریت عدالت معرفی می‌کند که دیدگاه‌های شناختی، جامعه‌فرهنگی و نظریه سیستم‌ها را برای بررسی چگونگی طراحی سیستم‌های آموزش عالی به منظور حمایت از تخصص انطباقی ادغام می‌کند. مدل FSM، انتقال دور را به عنوان یک ویژگی بالقوه قابل طراحی سیستم بازتعریف می‌کند که توسط فرآیندهای یادگیری هم‌تراز و بازگشتی در مقیاس‌های مختلف آموزشی شکل می‌گیرد. با بهره‌گیری از پژوهش‌ها در علوم شناختی، یادگیری موقعیتی، مطالعات عدالت و پژوهش آموزش مبتنی بر رشته، این مدل مشخص می‌کند که چگونه فرصت‌های انتزاع، ادغام و بازمتن‌سازی می‌توانند در سطوح خرد، میانه و کلان آموزش عالی تکرار شوند. مدل FSM همچنین پیشنهاد می‌کند که هم‌ترازی در این سطوح می‌تواند فرصت‌های انتقال دور و تخصص انطباقی را تقویت کند و در عین حال اتکا به دوره‌های منفرد یا تجارب غنی‌سازی گزینشی را کاهش دهد. این مدل چارچوبی نظام‌مند و قابل آزمون تجربی برای پژوهشگران، متخصصان و سیاست‌گذاران فراهم می‌آورد تا بررسی کنند چگونه زیست‌بوم‌های یادگیری عادلانه می‌توانند برای حمایت از تخصص انطباقی در مواجهه با چالش‌های پیچیده قرن بیست‌ویکم طراحی شوند.

Despite the growing literature on first-generation students, limited research has examined how intersecting socioeconomic, cultural, linguistic, and institutional barriers shape the higher education experiences of first-generation Sama Indigenous students in Tawi-Tawi, Philippines. Thus, this study investigated the socioeconomic challenges encountered by first-generation Indigenous Sama students pursuing higher education in Tawi-Tawi and examined how these challenges affect their academic performance and overall well-being. A qualitative case study design was employed. Seven fourth-year first-generation Sama undergraduate students enrolled in higher education institution in Tawi-Tawi were selected through purposive sampling based on ethnicity, first-generation status, final-year enrollment, and residency. Data were gathered through semi-structured interviews lasting 45–58 minutes, audio-recorded with consent, transcribed, cleaned, and analyzed using a four-stage thematic coding process: initial coding, frequency count, categorization, and theme development. Addressing this gap, the study found four major challenges : financial and economic struggles, including poverty, job anxiety, and lack of scholarship support; academic and institutional challenges, such as heavy workloads, teacher-centered instruction, and literacy gaps; social and cultural factors, including language barriers, discrimination, and social comparison; and family and socioeconomic conditions, such as parental loss, limited income, and unstable housing. Impacts included spiritual and emotional strength as the primary coping mechanism, time-management struggles, career aspirations, health decline, and mental health strain. The findings underscore the need for targeted financial assistance, culturally responsive academic support, inclusive teacher training, and stronger collaboration among educational institutions, government agencies, and community leaders to improve retention, academic success, and well-being among first-generation Indigenous students in marginalized island communities.

با وجود افزایش پژوهش‌ها درباره دانشجویان نسل اول، تحقیقات محدودی به بررسی چگونگی تأثیر تلاقی موانع اقتصادی، فرهنگی، زبانی و نهادی بر تجارب آموزش عالی دانشجویان بومی ساما نسل اول در تاوی-تاوی، فیلیپین پرداخته‌اند. بنابراین، این مطالعه به بررسی چالش‌های اقتصادی-اجتماعی پیش‌روی دانشجویان بومی ساما نسل اول که در تاوی-تاوی به تحصیلات عالی می‌پردازند، و تأثیر این چالش‌ها بر عملکرد تحصیلی و بهزیستی کلی آنان پرداخت. این پژوهش با رویکرد کیفی و طرح مطالعه موردی انجام شد. هفت دانشجوی کارشناسی سال چهارم نسل اول ساما که در یک مؤسسه آموزش عالی در تاوی-تاوی ثبت‌نام کرده بودند، با نمونه‌گیری هدفمند بر اساس قومیت، وضعیت نسل اول، ثبت‌نام در سال پایانی و محل سکونت انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته به مدت ۴۵ تا ۵۸ دقیقه جمع‌آوری شد که با رضایت شرکت‌کنندگان ضبط صوتی، رونویسی، پاک‌سازی و با استفاده از فرایند کدگذاری چهار مرحله‌ای شامل کدگذاری اولیه، شمارش فراوانی، دسته‌بندی و توسعه تم‌ها تحلیل گردید. این مطالعه با پرداختن به این خلأ، چهار چالش عمده را شناسایی کرد: مشکلات مالی و اقتصادی از جمله فقر، اضطراب شغلی و فقدان حمایت بورسیه؛ چالش‌های تحصیلی و نهادی مانند حجم بالای کار، آموزش معلم‌محور و شکاف‌های سواد؛ عوامل اجتماعی و فرهنگی شامل موانع زبانی، تبعیض و مقایسه اجتماعی؛ و شرایط خانوادگی و اقتصادی-اجتماعی مانند فقدان والدین، درآمد محدود و مسکن ناپایدار. پیامدها شامل قدرت معنوی و عاطفی به عنوان راهبرد اصلی مقابله، مشکلات مدیریت زمان، آرزوهای شغلی، افت سلامت و فشار روانی بود. یافته‌ها بر ضرورت حمایت مالی هدفمند، پشتیبانی تحصیلی متناسب با فرهنگ، آموزش فراگیر معلمان و همکاری قوی‌تر میان مؤسسات آموزشی، نهادهای دولتی و رهبران جامعه برای بهبود ماندگاری، موفقیت تحصیلی و بهزیستی دانشجویان بومی نسل اول در جوامع جزیره‌ای محروم تأکید دارد.

In an era of CRT bans and university neutrality, democracy demands active civic engagement among college students. Scholars have called for a deliberate approach to political learning in higher education, focusing on how campus environments shape it. However, our understanding of how campus environments influence the political engagement of students of color, particularly during this turbulent political moment, is limited. Therefore, this study examined how a culturally engaging campus environment affects the political learning and engagement of students of color at four Minority Serving or Emerging Institutions. Findings were organized by the servingness typology of producing and serving, as all campuses had high voting rates, a proxy for political engagement, but may not have had high cultural reflection. The themes point to the importance of faculty of color in role modeling how to engage in civil discourse about contentious topics, students’ motivation to become politically engaged through cultural familiarity, and how feelings of disregard by the administration led students at producing campuses to go off campus to learn and engage politically, whereas students at serving institutions engaged with their administration and as part of the student government.

در عصری که ممنوعیت CRT و بی‌طرفی دانشگاه‌ها مطرح است، دموکراسی مستلزم مشارکت فعال مدنی در میان دانشجویان دانشگاهی است. پژوهشگران خواستار رویکردی هدفمند به یادگیری سیاسی در آموزش عالی شده‌اند و بر نحوه تأثیر محیط‌های دانشگاهی بر این امر تمرکز کرده‌اند. با این حال، درک ما از چگونگی تأثیر محیط‌های دانشگاهی بر مشارکت سیاسی دانشجویان رنگین‌پوست، به‌ویژه در این برهه پرتلاطم سیاسی، محدود است. بنابراین، این مطالعه به بررسی تأثیر محیط دانشگاهی با رویکرد فرهنگی بر یادگیری و مشارکت سیاسی دانشجویان رنگین‌پوست در چهار مؤسسه خدمت‌رسان یا در حال ظهور اقلیت‌ها پرداخت. یافته‌ها بر اساس گونه‌شناسی خدمت‌رسانیِ تولید و خدمت سازماندهی شدند، چرا که همه دانشگاه‌ها دارای نرخ بالای رأی‌دهی بودند که به عنوان شاخصی برای مشارکت سیاسی در نظر گرفته شد، اما ممکن است بازتاب فرهنگی بالایی نداشته باشند. مضامین به اهمیت اعضای هیئت علمی رنگین‌پوست در الگوسازی نحوه مشارکت در گفتمان مدنی پیرامون موضوعات مناقشه‌برانگیز، انگیزه دانشجویان برای مشارکت سیاسی از طریق آشنایی فرهنگی، و همچنین تأثیر احساس بی‌توجهی از سوی مدیریت دانشگاه اشاره دارند؛ به‌طوری‌که دانشجویان در دانشگاه‌های تولیدکننده برای یادگیری و مشارکت سیاسی به خارج از دانشگاه روی آوردند، در حالی که دانشجویان در دانشگاه‌های خدمت‌رسان با مدیریت و به عنوان بخشی از دولت دانشجویی تعامل داشتند.

Assessment feedback is crucial for student learning and satisfaction in higher education. However, many students find it vague or unhelpful, leading to dissatisfaction. Workload pressures on educators limit opportunities to provide detailed, personalised feedback. The present study explores a data-driven approach that integrates linguistic analysis into assessment feedback, aiming to enhance its clarity and increase student satisfaction. Using computational methods, we analysed a 235,118-word corpus from 115 postgraduate essays, examining lexical diversity, readability, and word frequency. Individualised Linguistic Feedback Reports (LFRs) were created and shared alongside traditional feedback. Survey responses (N = 59) showed students found LFRs clearer and more satisfying. Although perceived usefulness and actionability were not significantly different, qualitative feedback highlighted the value of objective, specific writing insights. These findings suggest that linguistically informed feedback can improve clarity and satisfaction without increasing staff workload, offering a promising step towards more engaging and effective feedback models.

بازخورد ارزیابی نقش حیاتی در یادگیری و رضایت دانشجویان در آموزش عالی ایفا می‌کند. با این حال، بسیاری از دانشجویان آن را مبهم یا غیرمفید می‌یابند که منجر به نارضایتی می‌شود. فشار حجم کار بر اساتید فرصت ارائه بازخورد دقیق و شخصی‌سازی‌شده را محدود می‌کند. مطالعه حاضر رویکردی مبتنی بر داده را بررسی می‌کند که تحلیل زبانی را در بازخورد ارزیابی ادغام می‌کند، با هدف افزایش شفافیت و ارتقای رضایت دانشجویان. با استفاده از روش‌های محاسباتی، پیکره‌ای شامل ۲۳۵٬۱۱۸ واژه از ۱۱۵ مقاله تحصیلات تکمیلی تحلیل شد و تنوع واژگانی، خوانایی و فراوانی واژه‌ها مورد بررسی قرار گرفت. گزارش‌های بازخورد زبانی فردی (LFRs) تهیه و همراه با بازخورد سنتی به اشتراک گذاشته شد. پاسخ‌های پرسشنامه (N = 59) نشان داد که دانشجویان LFRs را شفاف‌تر و رضایت‌بخش‌تر یافتند. اگرچه تفاوت معناداری در سودمندی ادراک‌شده و قابلیت اقدام وجود نداشت، بازخورد کیفی بر ارزش بینش‌های عینی و خاص در نوشتار تأکید داشت. این یافته‌ها نشان می‌دهد که بازخورد مبتنی بر تحلیل زبانی می‌تواند بدون افزایش حجم کار کارکنان، شفافیت و رضایت را بهبود بخشد و گامی امیدبخش به سوی مدل‌های بازخورد مؤثرتر و جذاب‌تر ارائه می‌دهد.

Student advising is gaining prominence with senior university staff in UK Higher Education, driven by the need to retain students and support successful outcomes across diverse groups. Drawing on initial findings from a cross-institutional experiential project, the paper explores institutional enhancement activities related to student advising through a data-people-theory model. Using purposive sampling, participants were invited to join the research because the first and second authors were aware that their institutions were in the process of or about to undergo, institution-wide projects to enhance advising. The project initially sought to explore whether McVitty and Maxwell’s (2024) data-people-theory model could provide a consistent framework for better understanding varied approaches to advising activity. An in-depth overview of the model and its constituent parts is provided, enabling readers to consider how they might use this same lens at their own institutions. Typical use cases include benchmarking existing advising systems and practices to better understand how their input components interact. Gaps in provision can be surfaced through an intentional consideration of the components and their interplay. The model can also be used to articulate a future desired state for advising that enhances student success. Project findings offer institutions a flexible framework for reviewing and enhancing student advising, drawing conclusions that can help other institutions consider how to proceed. A revised version of the data-people-theory model is also presented.

مشاوره دانشجویی در میان مدیران ارشد دانشگاه‌ها در آموزش عالی بریتانیا اهمیت فزاینده‌ای یافته است؛ این امر ناشی از نیاز به حفظ دانشجویان و حمایت از نتایج موفقیت‌آمیز در میان گروه‌های متنوع است. این مقاله با بهره‌گیری از یافته‌های اولیه یک پروژه تجربی بین‌دانشگاهی، به بررسی فعالیت‌های ارتقای نهادی مرتبط با مشاوره دانشجویی از طریق مدل داده-افراد-نظریه می‌پردازد. با استفاده از نمونه‌گیری هدفمند، شرکت‌کنندگان به این دلیل به پژوهش دعوت شدند که نویسندگان اول و دوم آگاه بودند که مؤسسات آن‌ها در حال اجرای پروژه‌های سراسری برای ارتقای مشاوره هستند یا به زودی این کار را انجام خواهند داد. هدف اولیه پروژه، بررسی این موضوع بود که آیا مدل داده-افراد-نظریه مک‌ویتی و مکسول (2024) می‌تواند چارچوبی منسجم برای درک بهتر رویکردهای متنوع به فعالیت‌های مشاوره‌ای فراهم کند یا خیر. مروری جامع بر این مدل و اجزای تشکیل‌دهنده آن ارائه می‌شود تا خوانندگان بتوانند بررسی کنند که چگونه می‌توانند از این دیدگاه در مؤسسه خود بهره ببرند. کاربردهای معمول شامل ارزیابی تطبیقی نظام‌ها و رویه‌های موجود مشاوره برای درک بهتر نحوه تعامل اجزای ورودی آن‌ها است. با توجه عمدی به اجزا و تعامل آن‌ها، می‌توان خلأهای موجود در ارائه خدمات را شناسایی کرد. همچنین این مدل می‌تواند برای تبیین وضعیت مطلوب آینده مشاوره که موفقیت دانشجویان را ارتقا می‌دهد، مورد استفاده قرار گیرد. یافته‌های پروژه، چارچوبی انعطاف‌پذیر برای بازنگری و ارتقای مشاوره دانشجویی در اختیار مؤسسات قرار می‌دهد و نتایجی ارائه می‌کند که می‌تواند به سایر مؤسسات در تصمیم‌گیری کمک کند. نسخه‌ای بازنگری‌شده از مدل داده-افراد-نظریه نیز ارائه شده است.

The rapid transformation of higher education through digital technologies has changed how students acquire, evaluate, interpret, and construct knowledge. In philological education, where linguistic evidence and textual interpretation are central, epistemic competence is increasingly essential. This article analyzes theoretical and pedagogical approaches to enhancing philology students’ epistemic competence in digital learning environments. Using conceptual analysis and a critical synthesis of scholarship on epistemic cognition, digital literacy, and technology-enhanced education, the study develops a five-dimensional framework encompassing cognitive-epistemic understanding, critical analysis, metacognitive reflection, digital research, and ethical communication. It discusses problem-based inquiry, corpus-based analysis, collaborative interpretation, reflective portfolios, and critical verification of AI-generated materials as instructional strategies. These approaches are presented as pedagogical propositions rather than experimentally validated outcomes. The article argues that digital tools can support responsible academic judgment when they are accompanied by explicit instruction in evidence evaluation, awareness of uncertainty, and academic integrity. The framework provides a basis for curriculum design and future empirical research in university philology programs.

تحول سریع آموزش عالی از طریق فناوری‌های دیجیتال، نحوه کسب، ارزیابی، تفسیر و ساخت دانش توسط دانشجویان را دگرگون کرده است. در آموزش زبان‌شناسی، که شواهد زبانی و تفسیر متون در آن نقش محوری دارد، شایستگی معرفتی اهمیت فزاینده‌ای یافته است. این مقاله رویکردهای نظری و آموزشی برای ارتقای شایستگی معرفتی دانشجویان زبان‌شناسی در محیط‌های یادگیری دیجیتال را تحلیل می‌کند. با بهره‌گیری از تحلیل مفهومی و ترکیب انتقادی پژوهش‌ها در حوزه‌های شناخت معرفتی، سواد دیجیتال و آموزش مبتنی بر فناوری، این مطالعه چارچوبی پنج‌بعدی شامل فهم شناختی-معرفتی، تحلیل انتقادی، بازتاب فراشناختی، پژوهش دیجیتال و ارتباطات اخلاقی ارائه می‌دهد. در این مقاله، راهبردهای آموزشی همچون پژوهش مبتنی بر مسئله، تحلیل مبتنی بر پیکره، تفسیر مشارکتی، پرتفوی‌های بازتابی و راستی‌آزمایی انتقادی مواد تولیدشده توسط هوش مصنوعی مورد بحث قرار می‌گیرد. این رویکردها به عنوان پیشنهادهای آموزشی و نه نتایج تجربی اعتبارسنجی‌شده ارائه شده‌اند. مقاله استدلال می‌کند که ابزارهای دیجیتال می‌توانند از قضاوت علمی مسئولانه حمایت کنند، مشروط بر آنکه با آموزش صریح در ارزیابی شواهد، آگاهی از عدم قطعیت و رعایت صداقت علمی همراه باشند. این چارچوب مبنایی برای طراحی برنامه درسی و پژوهش‌های تجربی آتی در برنامه‌های دانشگاهی زبان‌شناسی فراهم می‌کند.

Islamic higher education continues to face challenges from the dominance of secular, materialistic, and positivistic Western epistemology in curriculum development, theory building, and academic research. This indicates curriculum colonialism operating through the secularization of course content and the hegemony of international publication standards, a condition that ultimately affects how Islamic Religious Education (PAI) is designed and taught in elementary schools, since PAI teachers and curriculum developers are themselves trained within that same higher-education system. This study aims to uncover these practices, analyze their impact on Islamic education, and examine their implications for PAI instruction at the elementary level (SD/MI). Using a qualitative library-research method, this study analyzes 12 journal articles published in 2021–2025 as the main sources, supported by methodology books, policy documents, and primary works of the key thinkers, on the decolonization of knowledge. The results show that curriculum colonialism operates through the dominance of Western theories in the learning process, the separation of knowledge from divine values, and higher education's dependence on publication standards set by institutions such as Scopus and Web of Science. This dichotomy of knowledge risks being reproduced in elementary PAI instruction whenever teacher-training curricula remain uncritically Western in orientation, while integrated schools that succeed in bridging faith and science tend to do so through grassroots initiative rather than systemic curriculum reform. Curriculum reconstruction is therefore needed at both levels through integrating knowledge and religion, strengthening Islamic scholarship, reforming PAI teacher-education curricula, and building an independent scientific publication system. In conclusion, curriculum colonialism in Islamic higher education has the potential to be passed on to elementary PAI instruction through teacher education. This study recommends integrating knowledge and religion in the curricula of Islamic higher education and PAI teacher education, and conducting further empirical research in elementary schools (SD/MI).

آموزش عالی اسلامی همچنان با چالش‌هایی ناشی از سلطهٔ معرفت‌شناسی غربی سکولار، مادی‌گرا و پوزیتیویستی در توسعهٔ برنامهٔ درسی، نظریه‌پردازی و پژوهش‌های علمی مواجه است. این امر نشان‌دهندهٔ استعمار برنامهٔ درسی است که از طریق سکولاریزه‌کردن محتوای دروس و هژمونی استانداردهای بین‌المللی انتشار علمی عمل می‌کند؛ وضعیتی که در نهایت بر نحوهٔ طراحی و آموزش تعلیمات دینی اسلامی (PAI) در مدارس ابتدایی تأثیر می‌گذارد، چرا که معلمان و برنامه‌ریزان درسی PAI خود در همین نظام آموزش عالی تربیت می‌شوند. هدف این پژوهش، کشف این رویه‌ها، تحلیل تأثیرات آن بر آموزش اسلامی و بررسی پیامدهای آن برای آموزش PAI در سطح ابتدایی (SD/MI) است. این پژوهش با استفاده از روش کیفی کتابخانه‌ای، ۱۲ مقالهٔ علمی منتشرشده در سال‌های ۲۰۲۱ تا ۲۰۲۵ را به‌عنوان منابع اصلی و همچنین کتاب‌های روش‌شناسی، اسناد سیاستی و آثار اصلی اندیشمندان کلیدی حوزهٔ استعمارزدایی معرفت را تحلیل می‌کند. نتایج نشان می‌دهد که استعمار برنامهٔ درسی از طریق سلطهٔ نظریه‌های غربی در فرایند یادگیری، جدایی دانش از ارزش‌های الهی و وابستگی آموزش عالی به استانداردهای انتشار علمی نهادهایی مانند Scopus و Web of Science عمل می‌کند. این دوگانگی معرفتی در آموزش PAI ابتدایی زمانی بازتولید می‌شود که برنامه‌های تربیت معلم بدون نقدپذیری، همچنان با رویکرد غربی باقی بمانند؛ در حالی که مدارس تلفیقی که موفق به پیوند ایمان و علم می‌شوند، عمدتاً این کار را از طریق ابتکار عمل‌های مردمی و نه اصلاحات نظام‌مند برنامهٔ درسی انجام می‌دهند. بنابراین بازسازی برنامهٔ درسی در هر دو سطح از طریق ادغام دانش و دین، تقویت دانش اسلامی، اصلاح برنامه‌های تربیت معلم PAI و ایجاد نظام مستقل انتشار علمی ضروری است. در نتیجه، استعمار برنامهٔ درسی در آموزش عالی اسلامی این پتانسیل را دارد که از طریق تربیت معلم به آموزش PAI ابتدایی منتقل شود. این پژوهش ادغام دانش و دین را در برنامه‌های درسی آموزش عالی اسلامی و تربیت معلم PAI توصیه می‌کند و انجام پژوهش‌های تجربی بیشتر در مدارس ابتدایی (SD/MI) را پیشنهاد می‌دهد.

The transformation of higher education, marked by curriculum changes, digitalization of learning, and demands for quality improvement, places lecturers as strategic actors in realizing superior higher education institutions. However, the development of lecturer competencies still faces various challenges, such as high administrative burdens, a low research culture, limited ongoing training, suboptimal digital literacy, and the lack of internalization of Islamic Religious Education values ​​in the development of lecturer professionalism. This study aims to analyze the actual condition of lecturer competencies, formulate a conceptual model for optimizing lecturer competencies based on Islamic Religious Education, and identify strategies that can support the improvement of higher education quality. The study used a library research method with a descriptive qualitative approach. Data were collected through documentation of various relevant literature, including scientific journals, books, proceedings, regulations, and previous research results, then analyzed using content analysis and thematic analysis. The results show that pedagogical, professional, social, personality competencies, as well as research and community service competencies have a significant influence on the quality of learning, student academic achievement, research productivity, and the quality of higher education institutions. Optimization of lecturer competency can be done through continuous training, mentoring systems, quality-based performance evaluation, utilization of digital technology, and internalization of Islamic Religious Education values ​​such as tauhid, amanah, ihsan, istiqamah, and adab. This research produces a conceptual model that integrates the development of academic competency with the strengthening of Islamic character as a strategy to improve the quality of higher education.

تحول آموزش عالی که با تغییرات برنامه درسی، دیجیتالی‌شدن فرایند یادگیری و الزامات ارتقای کیفیت همراه است، اعضای هیئت علمی را به عنوان بازیگران راهبردی در تحقق دانشگاه‌های برتر مطرح می‌کند. با این حال، توسعه شایستگی‌های اعضای هیئت علمی همچنان با چالش‌هایی نظیر بار بالای امور اداری، ضعف فرهنگ پژوهش، محدودیت آموزش‌های مستمر، سواد دیجیتال کمتر از حد مطلوب و فقدان درونی‌سازی ارزش‌های آموزش معارف اسلامی در توسعه حرفه‌ای اعضای هیئت علمی مواجه است. هدف این پژوهش تحلیل وضعیت واقعی شایستگی‌های اعضای هیئت علمی، تدوین مدل مفهومی بهینه‌سازی شایستگی‌های اعضای هیئت علمی مبتنی بر آموزش معارف اسلامی و شناسایی راهبردهایی است که می‌تواند به ارتقای کیفیت آموزش عالی کمک کند. این پژوهش با روش کتابخانه‌ای و رویکرد کیفی توصیفی انجام شده است. داده‌ها از طریق مستندسازی منابع مختلف مرتبط، از جمله مجلات علمی، کتاب‌ها، مجموعه مقالات، مقررات و نتایج پژوهش‌های پیشین گردآوری و با استفاده از تحلیل محتوا و تحلیل تماتیک بررسی شدند. نتایج نشان می‌دهد که شایستگی‌های آموزشی، حرفه‌ای، اجتماعی، شخصیتی و همچنین شایستگی‌های پژوهشی و خدمات اجتماعی تأثیر معناداری بر کیفیت یادگیری، موفقیت تحصیلی دانشجویان، بهره‌وری پژوهشی و کیفیت دانشگاه‌ها دارند. بهینه‌سازی شایستگی اعضای هیئت علمی می‌تواند از طریق آموزش‌های مستمر، نظام‌های مشاوره‌ای، ارزیابی عملکرد مبتنی بر کیفیت، بهره‌گیری از فناوری دیجیتال و درونی‌سازی ارزش‌های آموزش معارف اسلامی مانند توحید، امانت، احسان، استقامت و ادب صورت گیرد. این پژوهش مدل مفهومی‌ای ارائه می‌دهد که توسعه شایستگی‌های علمی را با تقویت منش اسلامی به عنوان راهبردی برای ارتقای کیفیت آموزش عالی تلفیق می‌کند.

Technology-enabled learning (TEL) enables institutions to provide flexible learning environments and technology-supported instructional practices, as it has become a central feature of online higher education. However, empirical evidence explaining how perceived learning outcomes (PLO) are associated with technology-enabled learning (TEL), particularly in developing-country contexts, remains limited. Using survey data collected from 434 undergraduate and postgraduate students enrolled in online higher education programmes in India, this study examines the relationships among TEL, flexible learning (FL), motivation (MO), self-regulated learning (SRL), and PLO. The proposed conceptual model was tested by employing Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings suggest that TEL is indirectly associated with PLO through FL, MO, and SRL. Learner motivation and self-regulated learning were positively related to Flexible Learning, which in turn, were associated with enhanced perceived learning outcomes. The model demonstrated substantial explanatory power, highlighting the importance of pedagogically designed technology-supported flexibility in online learning environments. The study provides empirical evidence that flexible learning functions as a key pedagogical mechanism linking technology-enabled learning with perceived learning outcomes, thereby contributing to the educational technology literature. The findings also offer practical implications for policymakers, higher education institutions and instructional designers, seeking to strengthen perceived learning outcomes through pedagogically informed technology-enabled learning strategies.

یادگیری مبتنی بر فناوری (TEL) این امکان را برای مؤسسات فراهم می‌کند تا محیط‌های یادگیری انعطاف‌پذیر و شیوه‌های آموزشی پشتیبانی‌شده توسط فناوری را ارائه دهند، چرا که این امر به ویژگی مرکزی آموزش عالی آنلاین تبدیل شده است. با این حال، شواهد تجربی که توضیح دهد چگونه پیامدهای ادراک‌شده یادگیری (PLO) با یادگیری مبتنی بر فناوری (TEL) مرتبط هستند، به‌ویژه در زمینه کشورهای در حال توسعه، همچنان محدود است. با استفاده از داده‌های پیمایشی گردآوری‌شده از ۴۳۴ دانشجوی کارشناسی و تحصیلات تکمیلی ثبت‌نام‌شده در برنامه‌های آموزش عالی آنلاین در هند، این مطالعه روابط میان TEL، یادگیری انعطاف‌پذیر (FL)، انگیزش (MO)، یادگیری خودتنظیم‌شده (SRL) و PLO را بررسی می‌کند. مدل مفهومی پیشنهادی با بهره‌گیری از مدل‌سازی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) آزمون شد. یافته‌ها نشان می‌دهد که TEL به‌طور غیرمستقیم از طریق FL، MO و SRL با PLO مرتبط است. انگیزش یادگیرنده و یادگیری خودتنظیم‌شده با یادگیری انعطاف‌پذیر رابطه مثبت داشتند که به نوبه خود با ارتقای پیامدهای ادراک‌شده یادگیری مرتبط بود. مدل مذکور قدرت تبیینی قابل توجهی را نشان داد و اهمیت انعطاف‌پذیری طراحی‌شده مبتنی بر فناوری در محیط‌های یادگیری آنلاین را برجسته ساخت. این مطالعه شواهد تجربی ارائه می‌دهد که یادگیری انعطاف‌پذیر به عنوان سازوکار آموزشی کلیدی، یادگیری مبتنی بر فناوری را به پیامدهای ادراک‌شده یادگیری پیوند می‌دهد و بدین ترتیب به ادبیات فناوری آموزشی کمک می‌کند. یافته‌ها همچنین پیامدهای عملی برای سیاست‌گذاران، مؤسسات آموزش عالی و طراحان آموزشی که در پی تقویت پیامدهای ادراک‌شده یادگیری از طریق راهبردهای یادگیری مبتنی بر فناوری با رویکرد آموزشی هستند، ارائه می‌دهد.

This study examines how Indigenous African leadership philosophies, particularly Ubuntu and participatory governance models, can transform higher education institutions into sites of peace education and epistemic justice. It responds to the enduring marginalisation of Indigenous Knowledge Systems within African universities. A qualitative comparative institutional analysis design, underpinned by document-based research, was adopted. The study analysed 67 institutional documents from universities in Rwanda, South Africa, and Ghana. Rwanda’s post-genocide education reforms served as a critical embedded case. This offered insights into context-driven educational transformation. Eurocentric leadership structures remain deeply embedded across the cases, perpetuating epistemic injustice. Yet pockets of Afrocentric innovation are emerging. For instance, governance restructures in Rwanda incorporate restorative justice principles, gender equity initiatives are evident in South Africa, and curriculum reviews in Ghana propose Indigenous Knowledge Systems integration. Evidence from these institutional documents points to a gradual shift toward locally grounded leadership. Student movements like #RhodesMustFall further reveal how institutional hierarchies are being contested. The study proposes an epistemically just leadership framework, anchored in participatory governance, Ubuntu-informed pedagogy, and restorative policies. By centring Indigenous Knowledge Systems and African philosophical traditions, this research contributes to broader efforts toward epistemic justice, social cohesion, and the transformation of post-colonial institutions. It positions leadership transformation as foundational, not peripheral, to broader decolonisation efforts in African higher education.

این مطالعه به بررسی این موضوع می‌پردازد که چگونه فلسفه‌های رهبری بومی آفریقایی، به‌ویژه اوبونتو و الگوهای حکمرانی مشارکتی، می‌توانند مؤسسات آموزش عالی را به مکان‌هایی برای آموزش صلح و عدالت معرفتی تبدیل کنند. این پژوهش به حاشیه‌راندگی مداوم نظام‌های دانش بومی در دانشگاه‌های آفریقایی پاسخ می‌دهد. یک طرح تحلیل نهادی تطبیقی کیفی با تکیه بر پژوهش مبتنی بر اسناد اتخاذ شد. در این مطالعه، ۶۷ سند نهادی از دانشگاه‌های رواندا، آفریقای جنوبی و غنا تحلیل شد. اصلاحات آموزشی پس از نسل‌کشی در رواندا به‌عنوان یک مورد تعبیه‌شده انتقادی مورد استفاده قرار گرفت که بینش‌هایی درباره تحول آموزشی مبتنی بر زمینه ارائه داد. ساختارهای رهبری اروپامحور همچنان در تمامی موارد به‌طور عمیق نهادینه باقی مانده‌اند و بی‌عدالتی معرفتی را تداوم می‌بخشند. با این حال، نشانه‌هایی از نوآوری آفریقامحور در حال ظهور است؛ برای مثال، بازسازی‌های حکمرانی در رواندا اصول عدالت ترمیمی را دربرگرفته‌اند، ابتکارات برابری جنسیتی در آفریقای جنوبی مشهود است و بازنگری‌های برنامه درسی در غنا، ادغام نظام‌های دانش بومی را پیشنهاد می‌کنند. شواهد به‌دست‌آمده از این اسناد نهادی حاکی از تغییر تدریجی به‌سوی رهبری مبتنی بر زمینه محلی است. جنبش‌های دانشجویی مانند #RhodesMustFall همچنین نشان می‌دهند که چگونه سلسله‌مراتب‌های نهادی به چالش کشیده می‌شوند. این مطالعه چارچوبی برای رهبری عادلانه از نظر معرفتی پیشنهاد می‌کند که بر حکمرانی مشارکتی، آموزش مبتنی بر اوبونتو و سیاست‌های ترمیمی استوار است. با محوریت قرار دادن نظام‌های دانش بومی و سنت‌های فلسفی آفریقایی، این پژوهش به تلاش‌های گسترده‌تر برای عدالت معرفتی، انسجام اجتماعی و تحول نهادهای پساسلطه‌گرایانه کمک می‌کند. این پژوهش تحول رهبری را به‌عنوان امری بنیادین و نه حاشیه‌ای برای تلاش‌های گسترده‌تر استعمارزدایی در آموزش عالی آفریقا مطرح می‌کند.

Attitudes towards socioscientific issues (SSIs) represent crucial learning dispositions, as they can influence the students’ willingness to engage with SSIs. Animal experimentation is a particularly contentious SSI, with attitudes ranging from rejection to acceptance. They are influenced by external factors (e.g., research context, test animal) and internal factors (e.g., knowledge, ethical aspects). Understanding these attitudes is essential for fostering reflective engagement with SSIs in higher education. This study ( N = 503) examines self-reported attitudes of pre-service teacher biology students and non-pre-service teacher biology students towards three contexts: animal experimentation with nonhuman primates, animal experimentation with other test animals, and behavioural research with nonhuman primates. It also explores the internal factors underlying these attitudes. Students’ attitudes differed across contexts: animal experimentation with nonhuman primates was viewed most critically, while behavioural research was perceived most favourably. Pre-service teacher students expressed more ambivalent and negative attitudes than non-pre-service teacher students. Regarding internal factors, a clear explanatory pattern emerged: “pro” attitudes were mainly explained by knowledge, “ambivalent” attitudes by conditions (e.g., the necessity of the research), and “contra” attitudes by ethical aspects. Pre-service teacher students consistently explained their attitudes with more references to knowledge than non-pre-service teacher students. These findings highlight the need for evidence-based integration of learning dispositions into science (teacher) higher education that explicitly addresses the SSI animal experimentation.

نگرش‌ها نسبت به مسائل اجتماعی-علمی (SSIها) به‌عنوان گرایش‌های یادگیری حیاتی تلقی می‌شوند، چرا که می‌توانند بر تمایل دانشجویان برای درگیر شدن با SSIها تأثیر بگذارند. آزمایش بر روی حیوانات یک SSI به‌ویژه بحث‌برانگیز است که نگرش‌ها نسبت به آن از رد تا پذیرش متغیر است. این نگرش‌ها تحت تأثیر عوامل بیرونی (مانند زمینه پژوهش، حیوان مورد آزمایش) و عوامل درونی (مانند دانش، جنبه‌های اخلاقی) قرار دارند. درک این نگرش‌ها برای تقویت مشارکت تأملی با SSIها در آموزش عالی ضروری است. این مطالعه (N = 503) نگرش‌های خودگزارش‌شده دانشجویان زیست‌شناسی معلم‌آموز و غیرمعلم‌آموز را نسبت به سه زمینه بررسی می‌کند: آزمایش بر روی حیوانات با نخستی‌های غیرانسانی، آزمایش بر روی حیوانات با سایر حیوانات آزمایشی، و پژوهش رفتاری با نخستی‌های غیرانسانی. همچنین عوامل درونی زیربنایی این نگرش‌ها را مورد بررسی قرار می‌دهد. نگرش دانشجویان در زمینه‌های مختلف متفاوت بود: آزمایش بر روی حیوانات با نخستی‌های غیرانسانی بیشترین انتقاد را برانگیخت، در حالی که پژوهش رفتاری مطلوب‌ترین تلقی شد. دانشجویان معلم‌آموز نگرش‌های مبهم‌تر و منفی‌تری نسبت به دانشجویان غیرمعلم‌آموز ابراز کردند. در خصوص عوامل درونی، الگوی تبیینی روشنی مشاهده شد: نگرش‌های «موافق» عمدتاً با دانش توضیح داده شد، نگرش‌های «مبهم» با شرایط (مانند ضرورت پژوهش)، و نگرش‌های «مخالف» با جنبه‌های اخلاقی تبیین شدند. دانشجویان معلم‌آموز به طور مداوم نگرش‌های خود را با ارجاع بیشتری به دانش نسبت به دانشجویان غیرمعلم‌آموز توضیح دادند. این یافته‌ها بر ضرورت ادغام مبتنی بر شواهد گرایش‌های یادگیری در آموزش عالی علوم (و تربیت معلم علوم) که به طور صریح به SSI آزمایش بر روی حیوانات می‌پردازد، تأکید می‌کند.

for undergraduate science students. The study tested three hypotheses: (i) Do students benefit academically from a formalized study buddy peer learning program? (ii) Do mentors and protégés benefit equally from participation in the study buddy program? (iii) Does heterogeneity in group members' initial academic performance have an effect on benefits from participation in the study buddy program? To test these hypotheses, we implemented a cohort-based study buddy program in which high-scoring students (mentors) and lower-scoring peers (protégés), following their first assessment scores in a given course, were invited to form study groups. We compared the performance of participants versus non-participants on subsequent assessments, while examining separately the effects for mentors and protégés. Results showed (i) significant grade benefits for participants over non-participants, (ii) similar participation benefits for students in mentor and protégé roles, and (iii) no interaction of competence-based heterogeneity on these effects. Although this study design was unable to assess the nature of the study buddy interactions, the grade performance data highlight the program as a cost-effective and scalable approach to enhance students' educational experiences. The data also emphasize the value of reducing barriers to collaborative learning in higher education.

برای دانشجویان علوم در مقطع کارشناسی، این پژوهش سه فرضیه را مورد آزمون قرار داد: (۱) آیا دانشجویان از برنامه یادگیری همیار تحصیلی به صورت رسمی به لحاظ تحصیلی بهره‌مند می‌شوند؟ (۲) آیا راهنماها (mentors) و شاگردان (protégés) به طور یکسان از مشارکت در برنامه همیار تحصیلی سود می‌برند؟ (۳) آیا ناهمگنی در عملکرد تحصیلی اولیه اعضای گروه بر میزان بهره‌مندی از مشارکت در برنامه همیار تحصیلی تأثیر دارد؟ برای آزمون این فرضیه‌ها، یک برنامه همیار تحصیلی مبتنی بر گروه‌های هم‌دوره‌ای اجرا شد که در آن دانشجویان با نمرات بالا (mentors) و همتایان با نمرات پایین‌تر (protégés)، پس از کسب نمرات اولین ارزیابی در یک درس معین، به تشکیل گروه‌های مطالعاتی دعوت شدند. عملکرد شرکت‌کنندگان با غیرشرکت‌کنندگان در ارزیابی‌های بعدی مقایسه شد و اثرات برای راهنماها و شاگردان به طور جداگانه بررسی گردید. نتایج نشان داد: (۱) مزایای معنادار نمره‌ای برای شرکت‌کنندگان نسبت به غیرشرکت‌کنندگان، (۲) مزایای مشابه مشارکت برای دانشجویان در نقش‌های راهنما و شاگرد، و (۳) عدم وجود تعامل معنادار ناهمگنی مبتنی بر شایستگی بر این اثرات. اگرچه طراحی این مطالعه امکان ارزیابی ماهیت تعاملات همیار تحصیلی را فراهم نکرد، داده‌های عملکرد نمره‌ای، این برنامه را به عنوان رویکردی مقرون‌به‌صرفه و مقیاس‌پذیر برای ارتقای تجربه آموزشی دانشجویان برجسته می‌کند. همچنین داده‌ها بر اهمیت کاهش موانع یادگیری مشارکتی در آموزش عالی تأکید دارند.

Introduction Faculty development (FD) is an established feature of Higher Education, yet its impact on what teachers actually do in their teaching has been studied less often than outcomes such as satisfaction, learning and attitudes. This behavioural level is the third of the four outcome levels in the adaptation of Kirkpatrick's model developed for FD in Higher Education. No prior review has mapped it across disciplinary fields outside health professions education, and the present scoping review addresses that gap. Methods Following the PRISMA Extension for Scoping Reviews, we included empirical and theoretical sources published in English between 2005 and 2025 that reported a change in the teaching practices of university teachers following structured FD, in any discipline other than health professions education. Scopus and Web of Science were searched, with the last search on 25 April 2026. Three reviewers charted the data independently, coding the evaluation framework, the assessment method and type of evidence, and the indicator and direction of effect. Empirical studies were appraised with the Mixed Methods Appraisal Tool (MMAT). Results The search yielded 491 deduplicated records, of which 69 met the inclusion criteria. The evidence is recent and concentrated in the United States and in science, technology, engineering and mathematics (STEM) fields. Fifty-three of the 69 sources name no evaluation model. Of the 64 empirical studies appraised, 29 used non-randomised or descriptive quantitative designs and only one used random assignment. Qualitative studies largely met their criteria, whereas quantitative and mixed methods studies recurrently showed incomplete outcome data, unaccounted confounding, undocumented intervention fidelity and unexamined divergence between strands. Of 217 behavioural effects, 150 rest on teacher self-report and 66 on evidence external to the teacher, with one effect not classifiable. The direction of effect depended on how the change was established. Positive effects accounted for 65% of the self-reported behavioural effects but for 42% of the externally documented ones, and for 65% of those measured without a baseline against 49% of those measured with one. Discussion The literature makes its central claim, that development changes what teachers do, largely on the teachers' own testimony. Where that claim is tested against external evidence, it holds less often. Systematic Review Registration https://doi.org/10.17605/OSF.IO/SAERU .

مقدمه: توسعه اعضای هیئت علمی (FD) یکی از ویژگی‌های تثبیت‌شده آموزش عالی است، اما تأثیر آن بر آنچه که مدرسان عملاً در تدریس خود انجام می‌دهند، کمتر از پیامدهایی مانند رضایت، یادگیری و نگرش‌ها مورد مطالعه قرار گرفته است. این سطح رفتاری، سومین سطح از چهار سطح پیامدها در اقتباس مدل Kirkpatrick است که برای FD در آموزش عالی توسعه یافته است. تاکنون هیچ مرور پیشینی این سطح را در حوزه‌های علمی خارج از آموزش حرفه‌های سلامت ترسیم نکرده است و مرور محدوده‌ای حاضر به این خلأ می‌پردازد. روش‌ها: با پیروی از PRISMA Extension for Scoping Reviews، منابع تجربی و نظری منتشرشده به زبان انگلیسی بین سال‌های ۲۰۰۵ تا ۲۰۲۵ که گزارشی از تغییر در شیوه‌های تدریس مدرسان دانشگاهی پس از FD ساختاریافته در هر رشته‌ای به جز آموزش حرفه‌های سلامت ارائه داده بودند، وارد شدند. پایگاه‌های Scopus و Web of Science جست‌وجو شدند و آخرین جست‌وجو در ۲۵ آوریل ۲۰۲۶ انجام شد. سه ارزیاب به طور مستقل داده‌ها را استخراج کردند و چارچوب ارزیابی، روش سنجش و نوع شواهد، و شاخص و جهت اثر را کدگذاری نمودند. مطالعات تجربی با ابزار Mixed Methods Appraisal Tool (MMAT) ارزیابی شدند. نتایج: جست‌وجو منجر به ۴۹۱ رکورد بدون تکرار شد که از این میان ۶۹ مورد معیارهای ورود را داشتند. شواهد به‌دست‌آمده جدید و عمدتاً متمرکز بر ایالات متحده و حوزه‌های علوم، فناوری، مهندسی و ریاضیات (STEM) است. پنجاه‌وسه منبع از ۶۹ منبع هیچ مدل ارزیابی را ذکر نکرده‌اند. از میان ۶۴ مطالعه تجربی ارزیابی‌شده، ۲۹ مطالعه از طرح‌های کمی توصیفی یا غیرتصادفی استفاده کرده‌اند و تنها یک مطالعه تخصیص تصادفی داشته است. مطالعات کیفی عمدتاً معیارهای خود را برآورده کرده‌اند، در حالی که مطالعات کمی و روش‌های ترکیبی به طور مکرر داده‌های پیامدی ناقص، عوامل مخدوش‌کننده کنترل‌نشده، وفاداری مداخله مستندسازی‌نشده و عدم بررسی واگرایی بین رشته‌ها را نشان داده‌اند. از میان ۲۱۷ اثر رفتاری، ۱۵۰ مورد مبتنی بر خودگزارشی مدرس و ۶۶ مورد مبتنی بر شواهد بیرونی نسبت به مدرس بوده است و یک اثر قابل طبقه‌بندی نبوده است. جهت اثر به نحوه تعیین تغییر بستگی داشته است. آثار مثبت ۶۵٪ از آثار رفتاری خودگزارشی و ۴۲٪ از آثار مستندسازی‌شده بیرونی را تشکیل می‌دهند و ۶۵٪ از آثاری که بدون خط پایه سنجیده شده‌اند در مقابل ۴۹٪ از آثاری که با خط پایه سنجیده شده‌اند، مثبت بوده‌اند. بحث: ادبیات پژوهش ادعای مرکزی خود مبنی بر اینکه توسعه، رفتار مدرسان را تغییر می‌دهد، عمدتاً بر اساس اظهارات خود مدرسان مطرح می‌کند. در مواردی که این ادعا با شواهد بیرونی آزمون می‌شود، کمتر تأیید می‌گردد. ثبت مرور نظام‌مند: https://doi.org/10.17605/OSF.IO/SAERU .

Teaching excellence in higher education is often conceptualized through isolated dimensions such as instructional quality, assessment practices, or technological integration. However, these approaches may overlook the dynamic and interdependent nature of educational processes. This study presents a critical analytical reflection aimed at synthesizing high-level evidence and proposing an integrative conceptual model of teaching excellence. An interpretative synthesis was conducted using 35 high-level studies (systematic reviews, meta-analyses, umbrella reviews, and scoping reviews) published between 2015 and 2025, complemented by five international policy reports. The analysis followed a thematic and iterative approach supported by an analytical matrix, coding procedures, and conceptual triangulation. The findings reveal convergence across five interrelated dimensions: teacher–student interaction, higher-order cognitive processes, pedagogical strategies, formative and authentic assessment, and digital technologies. These dimensions are conceptualized as interconnected elements embedded within teaching and learning processes rather than as independent components. Based on this convergence, the study proposes the Dynamic Pyramidal Model of Teaching Excellence, which conceptualizes excellence as an integrative construct organized through the interaction and alignment of multiple educational dimensions. The model integrates relational, cognitive, pedagogical, evaluative, technological, contextual, and individual factors within a dynamic system characterized by continuous feedback. The proposed framework integrates dimensions commonly addressed separately in the literature and provides a conceptual basis for future empirical validation across diverse higher-education contexts.

شایستگی تدریس در آموزش عالی اغلب از طریق ابعاد مجزایی نظیر کیفیت تدریس، شیوه‌های ارزشیابی یا ادغام فناوری conceptualized می‌شود. با این حال، این رویکردها ممکن است ماهیت پویا و وابسته به هم فرایندهای آموزشی را نادیده بگیرند. این مطالعه با هدف ارائه یک بازتاب تحلیلی انتقادی و تلفیق شواهد سطح بالا، به ارائه یک مدل مفهومی یکپارچه از شایستگی تدریس می‌پردازد. سنتز تفسیری با استفاده از ۳۵ مطالعه سطح بالا (مرور نظام‌مند، فراتحلیل، مرور چتری و مرور گسترده) که بین سال‌های ۲۰۱۵ تا ۲۰۲۵ منتشر شده‌اند، و همچنین پنج گزارش سیاست‌گذاری بین‌المللی تکمیل شده است. تحلیل بر اساس رویکردی موضوعی و تکرارشونده، با پشتیبانی از ماتریس تحلیلی، رویه‌های کدگذاری و مثلث‌سازی مفهومی انجام شد. یافته‌ها همگرایی در پنج بعد مرتبط را نشان می‌دهد: تعامل معلم و دانشجو، فرایندهای شناختی سطح بالا، راهبردهای آموزشی، ارزشیابی تکوینی و اصیل، و فناوری‌های دیجیتال. این ابعاد به عنوان عناصر درهم‌تنیده در فرایندهای تدریس و یادگیری conceptualized می‌شوند و نه به عنوان اجزای مستقل. بر اساس این همگرایی، مطالعه حاضر مدل هرمی پویای شایستگی تدریس را پیشنهاد می‌کند که شایستگی را به عنوان یک سازه یکپارچه سازمان‌یافته از طریق تعامل و همسویی ابعاد مختلف آموزشی conceptualizes می‌کند. این مدل، عوامل ارتباطی، شناختی، آموزشی، ارزشیابانه، فناورانه، زمینه‌ای و فردی را در یک نظام پویا با بازخورد مستمر ادغام می‌کند. چارچوب پیشنهادی ابعادی را که معمولاً در ادبیات به صورت جداگانه بررسی می‌شوند، یکپارچه ساخته و مبنایی مفهومی برای اعتبارسنجی تجربی آینده در زمینه‌های متنوع آموزش عالی فراهم می‌آورد.

Professors in higher education are commonly expected to combine teaching and research, yet the relationship between these activities remains contested. This article explores how professors make sense of the teaching-research nexus in their everyday academic work. Drawing on semi-structured interviews with 16 professors in philosophy, mathematics, law and medicine at two Norwegian research-intensive universities, we explore professors' meaning-making with particular attention to the dialectical process between academic experiences and institutional structures. Framed by mundane phenomenology, we find the nexus to be a core element of the academic role and central to how professors understand academic work. The combination of teaching and research is sustained through professors' understanding of the role as interconnected engagements within their disciplinary fields. Research deepens teaching, and teaching can generate reflection, questions and, at times, new research ideas. At the same time, organisational arrangements, such as course structures, workload models, funding mechanisms and research-only positions, increasingly separate teaching and research in everyday practice. The article contributes to research on the teaching-research nexus by shifting attention from whether teaching and research are connected and from the possible effects of combining these activities, to how the connection as a social phenomenon is sustained through professors' meaning-making, but also increasingly challenged through organisational conditions.

از استادان در آموزش عالی معمولاً انتظار می‌رود که آموزش و پژوهش را با یکدیگر ترکیب کنند، اما رابطه میان این فعالیت‌ها همچنان محل بحث است. این مقاله بررسی می‌کند که استادان چگونه در کار روزمره دانشگاهی خود پیوند آموزش و پژوهش را معنا می‌بخشند. با استفاده از مصاحبه‌های نیمه‌ساختاریافته با ۱۶ استاد در رشته‌های فلسفه، ریاضیات، حقوق و پزشکی در دو دانشگاه پژوهش‌محور نروژ، معنا‌بخشی استادان با توجه ویژه به فرایند دیالکتیکی میان تجارب دانشگاهی و ساختارهای نهادی مورد بررسی قرار گرفته است. با چارچوب‌مندی پدیدارشناسی روزمره، یافته‌ها نشان می‌دهد که این پیوند عنصری اساسی در نقش دانشگاهی و محور درک استادان از کار دانشگاهی است. ترکیب آموزش و پژوهش از طریق درک استادان از نقش خود به عنوان درگیری‌های به‌هم‌پیوسته در حوزه‌های تخصصی‌شان حفظ می‌شود. پژوهش به تعمیق آموزش کمک می‌کند و آموزش می‌تواند موجب تأمل، پرسش و گاه ایده‌های پژوهشی جدید شود. همزمان، ترتیبات سازمانی مانند ساختارهای درسی، مدل‌های بارکاری، سازوکارهای تأمین مالی و موقعیت‌های صرفاً پژوهشی، به طور فزاینده‌ای آموزش و پژوهش را در عمل روزمره از یکدیگر جدا می‌کنند. این مقاله با تغییر تمرکز از این‌که آیا آموزش و پژوهش به هم مرتبط هستند و از آثار احتمالی ترکیب این فعالیت‌ها، به این‌که چگونه این پیوند به عنوان یک پدیده اجتماعی از طریق معنا‌بخشی استادان حفظ می‌شود، اما همچنین به طور فزاینده‌ای از طریق شرایط سازمانی به چالش کشیده می‌شود، به پژوهش‌های پیوند آموزش و پژوهش کمک می‌کند.

Evidence suggests that academic staff in Nigerian public universities are under-supported in ways that directly undermine the delivery of Sustainable Development Goal 4. Previous research has established that stakeholder engagement matters for educational quality, but only a few empirical studies have tested the specific institutional mechanisms through which this engagement produces performance outcomes in resource constrained African higher education systems. To date, studies have not examined how training and development programmes function as an institutional bridge between training and development plans and academic staff performance in this context. This study set out to investigate the extent to which stakeholder support drives academic staff performance, specifically highlighting how institutional training and development initiatives serve as the crucial bridge for this impact. Grounded in Stakeholder Theory and Social Exchange Theory, the study tests four hypotheses using a quantitative design. Data were collected from 197 academic staff across three public universities in South-West Nigeria, using stratified random sampling. Partial Least Squares Structural Equation Modelling was conducted using SmartPLS 4. Analysis showed that stakeholder support had a significant direct effect on academic staff performance ( β = 0.423, t = 5.935, p < 0.001). Training and development programmes fully mediated the relationship between training and development plans and performance ( β = 0.210, 95% CI [0.090, 0.353]), the study's hypothesised mediation pathway (H4). The results indicate a persistent gap between institutional planning and programme execution. A further exploratory finding is the fifth hypothesis (H5). A feedback path from programme execution back to stakeholder support (TDProg → KSS, β = 0.511, p < 0.001). This finding extends Freeman’s (1984) instrumental framework. It adds nuance to Mitchell et al.’s (1997) salience theory by suggesting that visible programme quality can reinforce stakeholder commitment, rather than being solely a precondition for programme delivery. This pathway has not previously been documented in the African higher education literature and carries direct implications for institutional governance and SDG 4 policy coordination. The findings of this study carry implications for stakeholder coordination, institutional policy, and the delivery of SDG 4 in resource constrained higher education systems. Policy documents and strategic plans are necessary but insufficient. Decisive progress depends on funded, executed, and monitored training programmes backed by coordinated multi-stakeholder commitment.

شواهد نشان می‌دهد که اعضای هیئت علمی در دانشگاه‌های دولتی نیجریه از حمایت کافی برخوردار نیستند و این امر به طور مستقیم تحقق هدف چهارم توسعه پایدار را تضعیف می‌کند. پژوهش‌های پیشین اهمیت مشارکت ذینفعان را برای کیفیت آموزشی اثبات کرده‌اند، اما تنها تعداد اندکی از مطالعات تجربی، سازوکارهای نهادی مشخصی را که از طریق آن‌ها این مشارکت به پیامدهای عملکردی در نظام‌های آموزش عالی آفریقا با منابع محدود منجر می‌شود، مورد آزمون قرار داده‌اند. تاکنون، مطالعات بررسی نکرده‌اند که چگونه برنامه‌های آموزش و توسعه به عنوان پلی نهادی میان طرح‌های آموزش و توسعه و عملکرد اعضای هیئت علمی در این زمینه عمل می‌کنند. این پژوهش با هدف بررسی میزان تأثیر حمایت ذینفعان بر عملکرد اعضای هیئت علمی انجام شد و به طور خاص، نقش برنامه‌های آموزش و توسعه نهادی را به عنوان پل اساسی این تأثیر برجسته می‌کند. این مطالعه با تکیه بر نظریه ذینفعان و نظریه تبادل اجتماعی، چهار فرضیه را با رویکرد کمی مورد آزمون قرار داده است. داده‌ها از ۱۹۷ عضو هیئت علمی در سه دانشگاه دولتی جنوب غرب نیجریه با استفاده از نمونه‌گیری تصادفی طبقه‌بندی‌شده گردآوری شد. مدل‌یابی معادلات ساختاری حداقل مربعات جزئی با استفاده از نرم‌افزار SmartPLS 4 انجام شد. تحلیل‌ها نشان داد که حمایت ذینفعان اثر مستقیم معناداری بر عملکرد اعضای هیئت علمی دارد (β = 0.423، t = 5.935، p < 0.001). برنامه‌های آموزش و توسعه به طور کامل رابطه میان طرح‌های آموزش و توسعه و عملکرد را میانجی‌گری کردند (β = 0.210، 95% CI [0.090, 0.353]) که مسیر میانجی‌گری فرضیه چهارم پژوهش بود (H4). نتایج نشان‌دهنده شکاف مداوم میان برنامه‌ریزی نهادی و اجرای برنامه‌ها است. یافته اکتشافی دیگر، فرضیه پنجم (H5) است: مسیر بازخورد از اجرای برنامه به حمایت ذینفعان (TDProg → KSS، β = 0.511، p < 0.001). این یافته چارچوب ابزاری Freeman (1984) را گسترش می‌دهد و با افزودن ظرافت به نظریه برجستگی Mitchell و همکاران (1997) نشان می‌دهد که کیفیت مشهود برنامه می‌تواند تعهد ذینفعان را تقویت کند، نه اینکه صرفاً پیش‌شرط اجرای برنامه باشد. این مسیر پیش‌تر در ادبیات آموزش عالی آفریقا مستندسازی نشده و پیامدهای مستقیمی برای حکمرانی نهادی و هماهنگی سیاستی هدف چهارم توسعه پایدار دارد. یافته‌های این پژوهش دارای پیامدهایی برای هماهنگی ذینفعان، سیاست‌گذاری نهادی و تحقق هدف چهارم توسعه پایدار در نظام‌های آموزش عالی با منابع محدود است. اسناد سیاستی و برنامه‌های راهبردی ضروری اما ناکافی هستند؛ پیشرفت قاطعانه مستلزم برنامه‌های آموزشی تأمین مالی‌شده، اجراشده و پایش‌شده با پشتوانه تعهد هماهنگ چندذینفعی است.

Academic motivation in higher education constitutes a multidimensional construct shaped by structural conditions that influence students’ academic performance, persistence, and educational trajectories. In contexts characterized by persistent social inequalities, understanding how socioeconomic status (SES) configures motivational processes is essential for the development of university policies aimed at equity and educational sustainability. The purpose of this study was to conduct a critical synthesis of international evidence on the mechanisms through which socioeconomic factors influences academic motivation in higher education during the period period 2017–2020 and 2022–2025. A systematic review was carried out in accordance with PRISMA guidelines to ensure methodological rigor, transparency, and replicability. The literature search was conducted in the Scopus database using structured Boolean search equations. After applying predefined inclusion and exclusion criteria, 33 empirical studies were selected for the final analysis. The results of the systematic synthesis reveal sustained growth in scientific output and progressive geographic diversification of the field. Cross-sectional quantitative studies predominate, employing regression models and structural analyses to examine the relationship between parental educational level, financial support, and intrinsic motivation or academic engagement. In addition, several studies incorporate mediating variables such as self-efficacy, institutional integration, and sense of belonging, revealing non-linear explanatory configurations. Overall, the evidence indicates that the influence of socioeconomic status operates through both direct and indirect mechanisms linked to cultural capital and institutional resources. This review identifies key theoretical convergences as well as recurrent methodological limitations within the field. Finally, the findings underscore the need for longitudinal studies and multilevel approaches to deepen the understanding of motivational inequalities in higher education.

انگیزش تحصیلی در آموزش عالی یک سازه چندبعدی است که توسط شرایط ساختاری شکل می‌گیرد و بر عملکرد تحصیلی، پایداری و مسیرهای آموزشی دانشجویان تأثیر می‌گذارد. در زمینه‌هایی که با نابرابری‌های اجتماعی پایدار مشخص می‌شوند، درک نحوه پیکربندی فرآیندهای انگیزشی توسط وضعیت اجتماعی‌اقتصادی (SES) برای توسعه سیاست‌های دانشگاهی با هدف عدالت و پایداری آموزشی ضروری است. هدف این مطالعه انجام سنتز انتقادی شواهد بین‌المللی درباره سازوکارهایی بود که از طریق آن‌ها عوامل اجتماعی‌اقتصادی بر انگیزش تحصیلی در آموزش عالی طی دوره‌های ۲۰۱۷–۲۰۲۰ و ۲۰۲۲–۲۰۲۵ تأثیر می‌گذارند. مرور نظام‌مند مطابق با دستورالعمل‌های PRISMA به منظور تضمین دقت روش‌شناختی، شفافیت و قابلیت تکرار انجام شد. جستجوی منابع در پایگاه داده Scopus با استفاده از معادلات جستجوی بولی ساختاریافته صورت گرفت. پس از اعمال معیارهای از پیش تعیین‌شده برای ورود و خروج مطالعات، ۳۳ مطالعه تجربی برای تحلیل نهایی انتخاب شدند. نتایج سنتز نظام‌مند نشان‌دهنده رشد پایدار تولیدات علمی و تنوع جغرافیایی تدریجی در این حوزه است. مطالعات کمی مقطعی غالب هستند که با به‌کارگیری مدل‌های رگرسیون و تحلیل‌های ساختاری به بررسی رابطه بین سطح تحصیلات والدین، حمایت مالی و انگیزش درونی یا درگیری تحصیلی می‌پردازند. علاوه بر این، چندین مطالعه متغیرهای میانجی مانند خودکارآمدی، یکپارچگی نهادی و احساس تعلق را وارد مدل کرده‌اند که پیکربندی‌های تبیینی غیرخطی را آشکار می‌سازد. به طور کلی، شواهد نشان می‌دهد که تأثیر وضعیت اجتماعی‌اقتصادی از طریق سازوکارهای مستقیم و غیرمستقیم مرتبط با سرمایه فرهنگی و منابع نهادی عمل می‌کند. این مرور همگرایی‌های نظری کلیدی و همچنین محدودیت‌های روش‌شناختی تکرارشونده در این حوزه را شناسایی می‌کند. در نهایت، یافته‌ها بر ضرورت مطالعات طولی و رویکردهای چندسطحی برای تعمیق درک نابرابری‌های انگیزشی در آموزش عالی تأکید می‌کنند.

This article examines the theoretical and methodological foundations for improving the development of students’ communicative competence in Russian as a foreign language through interactive and digital technologies. The study draws on communicative language teaching, the action-oriented approach, constructivism, collaborative learning, and the updated CEFR model. The CEFR Companion Volume conceptualizes language use through reception, production, interaction, and mediation and gives explicit attention to online interaction and collaborative meaning-making. On this basis, the article proposes a cyclical methodology consisting of diagnostic assessment, linguistic scaffolding, an authentic communicative task, role-play or problem-based interaction, collaborative mediation, reflection, and criteria-based formative assessment. The analysis suggests that the effectiveness of interactive technology depends less on the tool itself than on its pedagogically coherent connection to communicative goals, learners’ proficiency, language material, and feedback. In higher education, a systematic combination of role-play, debate, jigsaw tasks, case studies, project work, peer feedback, LMS forums, collaborative documents, and video/audio assignments can shift students from passive knowledge reception toward active participation as social agents.

این مقاله به بررسی مبانی نظری و روش‌شناختی بهبود توسعه شایستگی ارتباطی دانشجویان در زبان روسی به عنوان زبان خارجی از طریق فناوری‌های تعاملی و دیجیتال می‌پردازد. این پژوهش بر آموزش زبان مبتنی بر ارتباط، رویکرد کنش‌محور، سازنده‌گرایی، یادگیری مشارکتی و مدل به‌روزشده CEFR تکیه دارد. جلد همراه CEFR استفاده از زبان را از طریق دریافت، تولید، تعامل و میانجی‌گری مفهوم‌سازی می‌کند و توجه صریحی به تعامل آنلاین و ساخت مشترک معنا دارد. بر این اساس، مقاله یک روش‌شناسی چرخه‌ای شامل ارزیابی تشخیصی، حمایت زبانی، یک تکلیف ارتباطی اصیل، ایفای نقش یا تعامل مبتنی بر مسئله، میانجی‌گری مشارکتی، بازتاب و ارزیابی تکوینی مبتنی بر معیارها پیشنهاد می‌کند. تحلیل‌ها نشان می‌دهد که اثربخشی فناوری تعاملی کمتر به خود ابزار وابسته است و بیشتر به پیوند منسجم آموزشی آن با اهداف ارتباطی، سطح مهارت زبان‌آموزان، مواد زبانی و بازخورد بستگی دارد. در آموزش عالی، ترکیب نظام‌مند ایفای نقش، مناظره، تکالیف جورچین، مطالعات موردی، کار پروژه‌ای، بازخورد همتایان، انجمن‌های LMS، اسناد مشارکتی و تکالیف ویدئویی/صوتی می‌تواند دانشجویان را از دریافت منفعلانه دانش به سوی مشارکت فعال به عنوان عاملان اجتماعی سوق دهد.

The digital transformation of pharmaceutical manufacturing has generated an urgent need for graduates who possess competencies in intelligent manufacturing, data-driven process control, digital quality systems, regulatory compliance, and innovation-oriented problem solving. However, conventional pharmaceutical education often remains theory-centered and insufficiently connected with real industrial scenarios. This study developed and evaluated an Intelligent Pharmaceutical Manufacturing curriculum module under the framework of industry–education integration. The module incorporated Quality by Design (QbD), Process Analytical Technology (PAT), Manufacturing Execution Systems (MES), electronic batch records (EBR), digital twins, virtual simulation, AI-assisted process optimization, Good Manufacturing Practice (GMP) compliance, validation, and data integrity. A four-integration teaching model was proposed to connect curriculum content with industrial standards, classroom learning with production scenarios, physical practice with virtual simulation, and knowledge acquisition with innovation projects. A quasi-experimental pretest–posttest control group design was used to evaluate the module. Students in the intervention group received the newly developed curriculum module, whereas students in the control group received conventional instruction. Results showed that the intervention group achieved greater learning gains than the control group in knowledge acquisition, practical competency, digital manufacturing competency, and learning engagement. The largest improvement was observed in digital manufacturing competency, suggesting that the module effectively addressed a key limitation of traditional pharmaceutical manufacturing education. Qualitative feedback further indicated that students perceived the module as authentic, industry-relevant, and beneficial for future professional development. This study provides a transferable curriculum framework—centered on the proposed four-integration teaching model and industry–education co-cultivation mechanism—for cultivating pharmaceutical professionals capable of adapting to intelligent manufacturing, and offers practical implications for industry–education collaboration in higher education.

تحول دیجیتال در تولید دارویی نیاز فوری به فارغ‌التحصیلانی ایجاد کرده است که دارای شایستگی‌هایی در تولید هوشمند، کنترل فرآیند مبتنی بر داده، سیستم‌های کیفیت دیجیتال، رعایت مقررات و حل مسئله مبتنی بر نوآوری باشند. با این حال، آموزش داروسازی سنتی اغلب نظری‌محور باقی می‌ماند و ارتباط کافی با سناریوهای واقعی صنعتی ندارد. این مطالعه یک ماژول درسی تولید دارویی هوشمند را تحت چارچوب ادغام صنعت و آموزش توسعه داده و ارزیابی کرده است. این ماژول شامل Quality by Design (QbD)، فناوری تحلیلی فرآیند (PAT)، سیستم‌های اجرایی تولید (MES)، سوابق الکترونیکی بچ (EBR)، دوقلوهای دیجیتال، شبیه‌سازی مجازی، بهینه‌سازی فرآیند با کمک هوش مصنوعی، رعایت Good Manufacturing Practice (GMP)، اعتبارسنجی و یکپارچگی داده‌ها بود. یک مدل آموزشی چهارادغامی پیشنهاد شد تا محتوای درسی را با استانداردهای صنعتی، یادگیری کلاسی را با سناریوهای تولید، تمرین عملی را با شبیه‌سازی مجازی و کسب دانش را با پروژه‌های نوآورانه پیوند دهد. برای ارزیابی این ماژول، از طرح شبه‌آزمایشی پیش‌آزمون–پس‌آزمون با گروه کنترل استفاده شد. دانشجویان گروه مداخله ماژول درسی جدید را دریافت کردند، در حالی که دانشجویان گروه کنترل آموزش متعارف را دریافت نمودند. نتایج نشان داد که گروه مداخله در کسب دانش، شایستگی عملی، شایستگی تولید دیجیتال و مشارکت در یادگیری نسبت به گروه کنترل پیشرفت بیشتری داشتند. بیشترین بهبود در شایستگی تولید دیجیتال مشاهده شد که نشان می‌دهد این ماژول به طور مؤثری یکی از محدودیت‌های کلیدی آموزش سنتی تولید دارویی را برطرف کرده است. بازخورد کیفی همچنین نشان داد که دانشجویان این ماژول را اصیل، مرتبط با صنعت و مفید برای توسعه حرفه‌ای آینده خود تلقی کردند. این مطالعه یک چارچوب درسی قابل انتقال—مبتنی بر مدل آموزشی چهارادغامی پیشنهادی و سازوکار هم‌پروری صنعت و آموزش—برای پرورش متخصصان دارویی توانمند در سازگاری با تولید هوشمند ارائه می‌دهد و پیامدهای عملی برای همکاری صنعت و آموزش عالی فراهم می‌کند.

Geographic disadvantage has historically been defined in Australian higher education by general measures of remoteness such as the Accessibility/Remoteness Index of Australia Plus (ARIA +) and ABS Remoteness Areas (RAs). In this paper, we show how reliance on such measures has obscured what geographic disadvantage means in the identification of regional and remote students in Australia. We introduce a new index, the Higher Education ARIA (HEARIA), based specifically on road-network accessibility to university campuses, and subsequently define Higher Education Remoteness Areas (HERAs). Comparing HERAs with ABS RAs, we find disagreement in the remoteness classification of 15.5 per cent of Statistical Area 1s, with especially pronounced differences in Tasmania and the Northern Territory. These results demonstrate that current operational definitions can misidentify geographical disadvantage among students. This needs to be considered in proposals to increase Australian government support for regional and remote participation, including policies to provide additional funding for regional campuses.

محرومیت جغرافیایی در آموزش عالی استرالیا به طور سنتی با سنجه‌های کلی دورافتادگی مانند شاخص دسترسی/دورافتادگی استرالیا پلاس (ARIA+) و مناطق دورافتاده اداره آمار استرالیا (ABS Remoteness Areas یا RAs) تعریف شده‌است. در این مقاله نشان می‌دهیم که اتکا به این سنجه‌ها باعث ابهام در معنای واقعی محرومیت جغرافیایی در شناسایی دانشجویان مناطق منطقه‌ای و دورافتاده در استرالیا شده‌است. ما شاخص جدیدی با عنوان شاخص آموزش عالی ARIA (HEARIA) معرفی می‌کنیم که به طور خاص بر اساس دسترسی شبکه جاده‌ای به پردیس‌های دانشگاهی استوار است و متعاقباً مناطق دورافتاده آموزش عالی (HERAs) را تعریف می‌کنیم. با مقایسه HERAs با ABS RAs، اختلاف در طبقه‌بندی دورافتادگی در ۱۵٫۵ درصد از مناطق آماری سطح ۱ (Statistical Area 1s) مشاهده می‌شود که این تفاوت‌ها به ویژه در تاسمانی و قلمرو شمالی برجسته است. این نتایج نشان می‌دهد که تعاریف عملیاتی فعلی می‌توانند منجر به شناسایی نادرست محرومیت جغرافیایی در میان دانشجویان شوند. این موضوع باید در پیشنهادهای افزایش حمایت دولت استرالیا از مشارکت منطقه‌ای و دورافتاده، از جمله سیاست‌های تأمین بودجه اضافی برای پردیس‌های منطقه‌ای، مورد توجه قرار گیرد.

Deaf students face various challenges in the learning process in higher education, particularly in terms of communication and access to information. These challenges are not only caused by hearing limitations, but also by the low level of awareness among the academic community regarding the needs of deaf students. This study aims to identify the level of awareness of non-deaf students and teaching staff toward the needs of deaf students within the campus environment. This research employs a qualitative approach to examine the awareness of the academic community regarding the needs of deaf students. Data were collected using a mixed-methods approach, through the distribution of questionnaires and structured interviews. The results indicate that most respondents have demonstrated an initial level of concern for the needs of deaf students; however, they still exhibit limited basic knowledge and minimal direct interaction experience. These findings highlight the need for further efforts in the form of educational initiatives and more inclusive communication strategies to create a learning environment that is accessible, supportive, and inclusive for deaf students.

دانشجویان ناشنوا در فرایند یادگیری در آموزش عالی با چالش‌های متعددی به‌ویژه در زمینه ارتباطات و دسترسی به اطلاعات مواجه هستند. این چالش‌ها نه تنها ناشی از محدودیت‌های شنوایی است، بلکه به دلیل سطح پایین آگاهی اعضای جامعه دانشگاهی نسبت به نیازهای دانشجویان ناشنوا نیز می‌باشد. هدف این پژوهش شناسایی سطح آگاهی دانشجویان و اعضای هیئت علمی غیرناشنوا نسبت به نیازهای دانشجویان ناشنوا در محیط دانشگاه است. این پژوهش با رویکرد کیفی به بررسی میزان آگاهی جامعه دانشگاهی نسبت به نیازهای دانشجویان ناشنوا می‌پردازد. داده‌ها با استفاده از رویکرد ترکیبی از طریق توزیع پرسشنامه و انجام مصاحبه‌های ساختاریافته گردآوری شده‌اند. نتایج نشان می‌دهد که اکثر پاسخ‌دهندگان سطح اولیه‌ای از دغدغه نسبت به نیازهای دانشجویان ناشنوا را نشان داده‌اند؛ با این حال، دانش پایه‌ای آن‌ها همچنان محدود بوده و تجربه تعامل مستقیم آن‌ها بسیار اندک است. این یافته‌ها بر ضرورت تلاش‌های بیشتر در قالب ابتکارات آموزشی و راهبردهای ارتباطی فراگیرتر برای ایجاد محیط یادگیری قابل دسترس، حمایت‌کننده و فراگیر برای دانشجویان ناشنوا تأکید می‌کند.

In this critical case study, we explored invisible labor, work that is essential but essentially unrecognized, within a successful community college–university transfer partnership selected for its equitable characteristics. Our analysis of semi-structured interviews with eight partnership contributors revealed five distinct but connected invisible labor categories: orienting to transfer students, sharing individual resources, sharing institutional resources, communicating and coordinating, and cultivating a transfer-receptive culture. Study findings suggested that invisible labor in this context is categorically messy, subjective, highly relational, and instrumental in establishing and maintaining a successful coequitable transfer partnership. We concluded with implications for practice in the form of questions for readers, with remarks drawn from our data analysis. We strongly encourage readers to respond to these questions within their local contexts as they work to create and sustain coequitable transfer partnerships.

در این مطالعه موردی انتقادی، به بررسی کار نامرئی، یعنی کاری که اساسی اما اساساً نادیده گرفته شده است، در چارچوب یک مشارکت موفق انتقال از کالج جامعه به دانشگاه که به دلیل ویژگی‌های عدالت‌محور خود انتخاب شده بود، پرداختیم. تحلیل ما از مصاحبه‌های نیمه‌ساختاریافته با هشت نفر از مشارکت‌کنندگان در این همکاری، پنج دسته متمایز اما مرتبط از کار نامرئی را آشکار ساخت: جهت‌دهی به دانشجویان انتقالی، به اشتراک‌گذاری منابع فردی، به اشتراک‌گذاری منابع نهادی، ارتباط و هماهنگی، و پرورش فرهنگ پذیرای انتقال. یافته‌های پژوهش نشان داد که کار نامرئی در این زمینه به طور دسته‌بندی‌شده‌ای پیچیده، ذهنی، به شدت رابطه‌محور و نقش‌آفرین در ایجاد و حفظ یک مشارکت موفق و هم‌تراز انتقال است. در پایان، پیامدهای عملی این پژوهش به صورت پرسش‌هایی برای خوانندگان ارائه شد که اظهارنظرهایی برگرفته از تحلیل داده‌ها را نیز در بر می‌گیرد. ما به شدت خوانندگان را تشویق می‌کنیم که در زمینه‌های محلی خود به این پرسش‌ها پاسخ دهند، در حالی که برای ایجاد و حفظ مشارکت‌های انتقال هم‌تراز تلاش می‌کنند.

Liberation heritage occupies a central place in South Africa’s political and intellectual landscape, yet its implications for curriculum transformation in higher education remain under-theorised. While post-apartheid universities have increasingly embraced calls for the decolonisation and Africanisation of knowledge, debates surrounding curriculum reform often invoke liberation narratives without critically interrogating how these historical legacies shape contemporary knowledge production. This article offers a conceptual analysis of the relationship between liberation heritage and the politics of curriculum transformation in South African higher education. The paper draws on the critical pedagogical framework of Paulo Freire, particularly his work Pedagogy of the Oppressed, to reconceptualise curriculum transformation as part of a broader project of intellectual and political liberation. From this perspective, education is understood not merely as a site of knowledge transmission but as a terrain of struggle where historical relations of power, domination, and resistance are reproduced and contested. The article argues that liberation heritage functions both as a symbolic resource and as a contested political discourse within contemporary debates on curriculum reform. By engaging key concepts within Critical Pedagogy, Curriculum Studies, and Political Science, the article develops a conceptual framework that links liberation heritage to processes of epistemic transformation in higher education. It contends that the persistence of colonial epistemological structures within university curricula reflects a tension between the historical ideals of liberation and the institutional realities of post-apartheid knowledge systems. The paper therefore proposes that meaningful curriculum transformation requires moving beyond symbolic invocations of liberation toward pedagogical praxis that cultivates critical consciousness and epistemic plurality. In doing so, the article contributes to emerging debates on decolonisation, liberation heritage, and the politics of knowledge production in twenty-first-century Africa.

میراث رهایی‌بخش جایگاهی مرکزی در چشم‌انداز سیاسی و فکری آفریقای جنوبی دارد، اما پیامدهای آن برای تحول برنامهٔ درسی در آموزش عالی همچنان کمتر نظریه‌پردازی شده است. اگرچه دانشگاه‌های پساآپارتاید به طور فزاینده‌ای خواستار استعمارزدایی و آفریقایی‌سازی دانش شده‌اند، اما مباحث مربوط به اصلاح برنامهٔ درسی اغلب روایات رهایی‌بخش را بدون واکاوی انتقادی این‌که چگونه این میراث‌های تاریخی تولید دانش معاصر را شکل می‌دهند، مطرح می‌کنند. این مقاله تحلیلی مفهومی از رابطهٔ میان میراث رهایی‌بخش و سیاست‌های تحول برنامهٔ درسی در آموزش عالی آفریقای جنوبی ارائه می‌دهد. مقاله با تکیه بر چارچوب پداگوژی انتقادی Paulo Freire، به ویژه اثر او «پداگوژی ستمدیدگان»، تحول برنامهٔ درسی را به عنوان بخشی از پروژه‌ای گسترده‌تر برای رهایی فکری و سیاسی بازاندیشی می‌کند. از این منظر، آموزش نه صرفاً به عنوان مکانی برای انتقال دانش، بلکه به عنوان عرصه‌ای برای مبارزه که در آن مناسبات تاریخی قدرت، سلطه و مقاومت بازتولید و به چالش کشیده می‌شوند، درک می‌شود. مقاله استدلال می‌کند که میراث رهایی‌بخش هم به عنوان منبعی نمادین و هم به عنوان گفتمانی سیاسی و مناقشه‌برانگیز در مباحث معاصر اصلاح برنامهٔ درسی ایفای نقش می‌کند. با بهره‌گیری از مفاهیم کلیدی در پداگوژی انتقادی، مطالعات برنامهٔ درسی و علوم سیاسی، مقاله چارچوبی مفهومی ارائه می‌دهد که میراث رهایی‌بخش را به فرایندهای تحول معرفتی در آموزش عالی پیوند می‌زند. مقاله بر این باور است که تداوم ساختارهای معرفتی استعماری در برنامه‌های درسی دانشگاهی، بازتاب‌دهندهٔ تنش میان آرمان‌های تاریخی رهایی و واقعیت‌های نهادی نظام‌های دانش پساآپارتاید است. بنابراین مقاله پیشنهاد می‌کند که تحول معنادار برنامهٔ درسی مستلزم فراتر رفتن از ارجاعات نمادین به رهایی و حرکت به سوی کنش پداگوژیک است که آگاهی انتقادی و تکثر معرفتی را پرورش می‌دهد. از این رهگذر، مقاله به مباحث نوظهور دربارهٔ استعمارزدایی، میراث رهایی‌بخش و سیاست‌های تولید دانش در آفریقای قرن بیست‌ویکم کمک می‌کند.

Global crises, most notably the COVID-19 pandemic, have profoundly transformed the landscape of higher education governance. These unprecedented circumstances accelerated the transition from conventional institutional practices to digital and remote modalities, necessitating a paradigm shift toward adaptive, resilient, innovative, and strategically decisive actions to ensure administrative continuity. Anchored in Crisis Leadership theory and supported by principles of Transformational Leadership theory, this study aims to provide an initial validation of a measurement instrument designed to map the underlying factors that define effective higher education leadership, specifically within the regional socio-academic context of East Coast Malaysian public universities in the post-pandemic era. Employing a cross-sectional quantitative questionnaire, data were collected through a field study (n=150) targeting academic leaders across four public universities. An initial exploratory factor analysis identified 28 items, which were further refined through a pooled Confirmatory Factor Analysis (CFA) in AMOS. The measurement model was optimized by excluding three items (DC1, DC2, and OC3) due to low loadings and high modification indices, and bootstrapping procedures were used to address multivariate normality. This systematic refinement yielded an acceptable model fit across eight preliminary constructs: Compassion and Care, Openness and Communication, Adaptiveness, Resilience and Courage, Decisiveness, Consultation and Collaboration, Empowerment, and Crisis Handling Effectiveness. Although this regional validation does not establish causal evidence of leadership effectiveness, the resulting 25-item framework provides a preliminary baseline for assessing leadership configurations. Rather than serving as a definitive diagnostic tool, the model provides context-specific insights that can tentatively guide professional development initiatives and shape adaptive governance strategies within the Malaysian higher education sector.

بحران‌های جهانی، به‌ویژه همه‌گیری کووید-۱۹، چشم‌انداز حکمرانی آموزش عالی را به‌طور عمیقی دگرگون کرده‌اند. این شرایط بی‌سابقه، گذار از رویه‌های سنتی نهادی به شیوه‌های دیجیتال و دورکاری را تسریع نموده و نیازمند تغییر پارادایم به‌سوی اقدامات سازگارانه، تاب‌آور، نوآورانه و راهبردی برای تضمین تداوم اداری شده است. این مطالعه که مبتنی بر نظریه رهبری در بحران و با حمایت از اصول نظریه رهبری تحول‌آفرین انجام شده، با هدف ارائه اعتبارسنجی اولیه یک ابزار سنجش طراحی شده برای ترسیم عوامل زیربنایی تعریف‌کننده رهبری مؤثر آموزش عالی، به‌ویژه در بستر اجتماعی-آکادمیک منطقه‌ای دانشگاه‌های دولتی سواحل شرقی مالزی در دوران پساکرونا صورت گرفته است. با بهره‌گیری از پرسشنامه کمی مقطعی، داده‌ها از طریق مطالعه میدانی (n=150) و با هدف قرار دادن رهبران دانشگاهی در چهار دانشگاه دولتی گردآوری شد. تحلیل عاملی اکتشافی اولیه ۲۸ گویه را شناسایی کرد که با تحلیل عاملی تأییدی تجمیعی (CFA) در نرم‌افزار AMOS بیشتر پالایش شدند. مدل اندازه‌گیری با حذف سه گویه (DC1، DC2 و OC3) به دلیل بار عاملی پایین و شاخص‌های اصلاحی بالا بهینه شد و برای رفع نرمال بودن چندمتغیره از روش بوت‌استرپ استفاده گردید. این پالایش نظام‌مند منجر به برازش قابل قبول مدل در هشت سازه مقدماتی شد: شفقت و مراقبت، گشودگی و ارتباط، سازگاری، تاب‌آوری و شجاعت، قاطعیت، مشورت و همکاری، توانمندسازی و اثربخشی مدیریت بحران. اگرچه این اعتبارسنجی منطقه‌ای شواهد علی برای اثربخشی رهبری ارائه نمی‌دهد، چارچوب ۲۵ گویه‌ای حاصل، مبنایی مقدماتی برای ارزیابی پیکربندی‌های رهبری فراهم می‌کند. این مدل به‌جای آن‌که ابزاری تشخیصی قطعی باشد، بینش‌هایی زمینه‌محور ارائه می‌دهد که می‌تواند به‌طور موقت راهنمای ابتکارات توسعه حرفه‌ای و شکل‌دهنده راهبردهای حکمرانی سازگارانه در بخش آموزش عالی مالزی باشد.