Keyword: higher education

ABSTRACT: Feedback is a powerful learning tool; however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies
cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom; however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

ABSTRACT: Student engagement in higher education is a complex construct that encompasses the active participation, involvement, and investment of students in their learning experiences. However, foreign students, who bring unique cultural, linguistic, and social
backgrounds, face distinct challenges and experiences in adapting to higher education environments. This research aimed to fill a practical research gap by exploring how foreign undergraduate students in Finland perceive student engagement and motivation in higher education. Moreover, it sought to advance the ongoing discussion about student engagement in academia. This inductive research adopted a qualitative research framework and gathered interview data with foreign degree students in Finland. The semi-structured interviews with foreign undergraduate students were analyzed thematically and yielded four primary themes. First is the theme of peer interaction and cultural stereotypes, followed by the second theme, which revolves around integration challenges. The third theme highlights challenges viewed as opportunities, and finally, the theme of institutional support. Moreover, the study contributes to the body of knowledge by providing valuable insights about a group of students that is often marginalized. The article concludes by providing implications for research and practice.

ABSTRACT: Sustainable and equitable development requires comprehensive and collaborative initiatives that avoid and remedy environmental harms and remove and alleviate poverty-contributing factors. This review article presents a promising way forward for universities to engage in sustainable development challenges that build on South-North collaboration and the interests, dedication, energy, and contributions of today’s youth. First, we introduce critical dimensions of the contemporary global challenge of sustainable development along with their interconnected features. We next review the crucial sustainable development Higher-Education roles and gaps of tertiary education institutions along with encouraging educational approaches. Then, we set forth three innovative initiatives that, implemented collectively, promise to address prevailing shortcomings in the ways that universities currently approach these challenges. The linked initiatives are (1) transnational competence curricula and preparation, (2) South-North Higher Education Consortia, and (3) a Global Challenges Corps staffed by a transnational cadre of higher education graduates and professionals. These proposals are accompanied by a detailed evaluation framework. The world’s institutions of higher learning are strategically positioned to distinguish and address current and upcoming challenges of sustainable development. In combination, our three proposed initiatives offer tertiary-level institutions a breakthrough approach for preparing current and future students interested in gaining valuable sustainability problem-solving skills. By embracing the institutional change pathways elaborated here, forward-looking universities will move to a far stronger position from which to provide tomorrow’s students with valuable skills and experiences for tackling forthcoming glocal socio-ecological challenges.

ABSTRACT: Concern continues to grow over the changing nature of work that initially formed a “new normal” within higher education institutions resulting from the COVID-19 pandemic. This situation is now being further impacted by subsequent economic and political
challenges in the sector, which in turn shifts the workplace towards an even “newer normal”. The purpose of this article is to (1) methodically and logically review the extant literature and research linking the influence of the COVID-19 pandemic to the organizational culture of higher education institutions in the United Kingdom (UK), and (2) based on a bibliometric analysis, to offer a road map for further empirical research in the future. Researchers have found that changing workplace norms, such as remote and hybrid working and other forms of flexibility in approaches to learning and the availability of delivery modes, have become increasingly common, which has changed the nature of working practices and underpinning aspects of organizational culture. Therefore, it now appears opportune to update existing knowledge on organizational culture theory within the UK higher education context to support policy development and enhance workplace practices in the post-COVID-19 period. From a theoretical perspective, this article contributes to organizational culture literature by assimilating a dataset of nascent studies generated through keyword search on Clarivate Analytics Web of Science that have examined the impact of COVID-19 on organizational culture in UK higher education institutions. This emergent dataset was analyzed using VOS Viewer, with the results of subsequent quantitative bibliometric analysis identifying the main existing research fronts as well as potential research directions for the empirical development of organizational culture. Based on this bibliometric analysis, the main suggested future research agendas that need to be addressed linked to organizational culture in the UK higher education sector in the post-COVID period are as follows: (a) to further examine changing cultural norms and expectations; (b) hybrid approaches to working; (c) academic identity; and (d) organizational culture and the changing psychological contract. Such research is important as the UK higher education sector now progresses towards an even “newer normal”.

ABSTRACT: Physics education often faces challenges in communicating abstract concepts effectively and maintaining student interest. This study explored the integration of immersive virtual reality (IVR) with game-based learning to improve educational impact and student
engagement. The designed IVR game included the principles of inquiry-based, constructivist, and situated learning. It included four levels that mimicked real-world physics situations, each focusing on a particular physics concept and featuring interactive puzzles. This setup enabled students to progress throughout the game while improving their understanding of abstract concepts. The addition of characters such as guides and opponents enriched the storyline and elevated the immersive experience. The experimental results of 19 participants from four different majors demonstrated positive gaming experiences and an improved understanding of the physics concepts. Most of the participants rated the physics education game highly for its positive impact and participation, showing a significant interest in learning through the IVR platform. In general, 95% of the participants gave the game high ratings for its educational value and overall learning experience. The study highlighted the promise of game-based IVR learning in the advancement of physics education and highlighted ways to increase student motivation and participation.

ABSTRACT: The COVID-19 pandemic has accelerated digital transformation (DT) across various industries, including higher education (HE). In response to the dynamic demands of contemporary society, higher education institutions (HEIs) must swiftly adapt and transform. However, existing research has revealed a prevalent lack of strategic vision regarding DT in HE, often limited to the mere integration of technology. This study employs a systematic literature review (SLR) as a methodological framework to identify and categorize DT challenges and strategies within HE accelerated after the pandemic event. Findings from this SLR highlight four distinct categories of challenges and strategies in DT: Strategic-Administrative, Teaching-Learning, Technical-Technological, and Social-Cultural. Notably, the literature tends to focus more on identifying challenges, revealing an unbalanced emphasis compared to analyzing how HEIs are actively progressing in their DT efforts. Furthermore, there is a significant absence of impact analysis regarding these DT strategies within HE. To address these gaps, recommendations for future research are proposed, including (i) Exploration of strategic processes in HE toward DT, (ii) Empirical analysis of the Digital Maturity of HEIs, and (iii) Assessment of the impact of the strategic responses of HE toward DT. In conclusion, this study underscores the urgency for a more strategic approach to DT in HE, emphasizing the need to shift the focus from technology integration toward holistic, effective, and outcome-driven strategies. These recommendations aim to guide future research toward a more interdisciplinary and comprehensive understanding of DT within the realm of HE.

ABSTRACT: This study investigates the integration of inclusive learning spaces in educational ecosystems, inspired by architect Rosan Bosch, to enhance entrepreneurship and inclusion in higher education. The concept of “ecosystem” is crucial in fostering environments where students, including those with disabilities, can thrive. Using the HomeByMe application, a design is proposed for implementing these spaces in educational institutions. Literature emphasizes the importance of involving diverse stakeholders and using ICT management to promote creativity, cooperation, and effective communication. In Ecuador, inclusion in higher education is a priority, driven by global and national organizations advocating for diversity. The research employs a qualitative approach, utilizing participant observation and interviews to explore learning ecologies and inclusion. Results demonstrate that learning ecosystems foster entrepreneurial skills such as problem solving and critical thinking. The study recommends that higher education institutions integrate social dimensions into their policies, use technology for personalized learning, and encourage collaboration among diverse student groups. These efforts aim to create equitable educational opportunities, addressing socio-economic and cultural barriers while promoting an entrepreneurial mindset through interactive and challenging content.

ABSTRACT: This study highlights the drawbacks of monolingual instruction in university disciplines and its adverse effects on students’ knowledge acquisition, mental, emotional, and academic well-being. Incorporating Afrofuturism, the research positions translanguaging
as an innovative component to explore the advantages of employing multilingual strategies. The goal is to mitigate limitations posed by monolingual approaches and contribute to safeguarding students’ comprehensive well-being in academic contexts. Methodologically, this study utilizes textual analysis with the researcher as a research instrument. It analyzes how multilingual teaching not only addresses limitations associated with monolingual instruction but also developmentally enhances African students’ well-being. Innovative case studies on translanguaging practices are highlighted, offering multilayered insights into the dynamic interplay of languages and knowledge in disciplines. By introducing Afrofuturist-aligned translanguaging practices, the research illuminates innovative pathways that surpass monolingual limitations, demonstrating the advantages of embracing multilingualism in disciplines. This Afrofuturistinspired method promotes an inclusive understanding of linguistic diversity, nurturing belonging and resilience among students. Recognizing the detrimental effects of monolingual instruction on holistic growth in Africa’s universities, this study champions a transformative transition toward multilingualism.

ABSTRACT: In Japanese language classrooms, students have become more globalised in terms of the students’ educational and life experience background. Teaching pedagogies which have been used before globalisation may not be appropriate and effective for students after globalisation. The aim of this study is to investigate any cultural identity characteristics of students who studied Japanese at two British universities in the South of England between 2012 and 2023. The significance of this study is to investigate how students’ individualist or collectivist cultural background may affect students’ cultural identity. Participants were a total of 22 students who studied Japanese language through an Institution-Wide Language Programme. The majority of these students have studied Japanese for a minimum of 1–3 years. The data were collected between 2012/13 and 2022/23 academic year from two British universities. The research design to investigate students’ cultural identity characteristics was a mixed method, using variables such as hometown, languages they speak, their values and their first name. Students’ origin, where they were born and where they were educated, was also taken into consideration to analyse the data. The key finding of students’ characteristic was that students’ identification was closely related to their sense of belonging in the results of students’ hometown, languages they speak, their values and their first name, which is in line with other previous research results in the literature. Other findings included that some of the students found it difficult to determine their hometown, that the majority of students were multilingual who have experience in several language learning, that students’ values were often influenced by their parents’ individualist or collectivist cultural values and that students’ first names often showed the students’ identification and a sense of belonging. Taking into consideration the individualist or collectivist culture, recommendations are discussed on how the language teaching practitioners may be able to support the sense of belonging of the current students who have diverse educational and life background.

ABSTRACT: Tests or examinations are an essential part of education, creating test anxiety among students. Several studies identified a negative correlation between test anxiety and Science, Technology, Engineering, and Mathematics (STEM) students’ academic performance in higher education, and female students in STEM subjects showed more test anxiety before and during an examination. Studies also identified that STEM students could pay less attention to their examinations due to test anxiety. Such evidence in the context of Bangladeshi universities is yet to be understood. This study investigated the level of test anxiety among Bangladeshi university students of STEM subjects, including gender differences and the relationship between test anxiety and academic performance. We considered the quantitative research design to understand the status of test anxiety among undergraduate STEM students. A survey was conducted online from two STEM departments of a private university in Bangladesh using the shorter version of the CAEX test anxiety instrument, and a total of 246 undergraduate students participated. The findings show that Bangladeshi undergraduate STEM students generally felt slight anxiety during or before the examination. Female students were more anxious before or during a test than male students, and no significant relationship was found between test anxiety and academic achievement. The study reflects the need to conduct further research to understand the physiological, cognitive, and psychological factors leading to test anxiety among university students, as well as establishes a demand to identify the reasons behind having no relationship between test anxiety and students’ academic performance.

ABSTRACT: There is a growing interest in using generative artificial intelligence (AI) for educational purposes within the higher education environments, while AI applications (such as ChatGPT) can transform traditional teaching and learning methods. ChatGPT is an advanced AI tool that generates new content and human-like responses. The purpose of this paper is to use ChatGPT as a research assistant in order to explore ways AI can be harnessed to enhance pedagogical practices in higher education. This is a qualitative study, in which the output and responses generated by ChatGPT provided a starting point for the investigation. AI can be harnessed to enhance pedagogical practices in higher education in various ways including personalized learning, automated assessment and feedback generation, virtual assistants and chatbots, content creation, resource recommendation, time management, language translation and support, research assistance, simulations, and virtual labs. Other educational affordances that can strengthen the teaching and learning experience regard collaboration and communication, accessibility and inclusivity, as well as AI literacy. When implementing AI tools such as ChatGPT in higher education, ethical considerations (e.g., data privacy, transparency, accessibility, cultural sensitivity), potential misuses, and concerns need to also be addressed. Although ChatGPT can aid the generation of content and ideas for further exploration, it is a complementary-supportive tool, and its output necessitates human evaluation and review. The integration of ChatGPT and other AI tools in the higher educational process/practices has implications for educators, students, design of curricula, and university policy makers.

ABSTRACT: This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification’s benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.

ABSTRACT: Traditional models of internationalization in higher education have been criticized for neglecting equity, inclusion, and social responsibilities in favor of focusing narrowly on economic objectives. This study explores an alternative feminist and collaborative
framework for internationalization of higher education using a case study of Zimbabwean universities. The methodology included content analysis of documents and primary data collection. Five universities participated in semi-structured interviews with 30 participants across administration, faculty, and student leadership to explore understandings, rationales, policies, procedures, initiatives, strategies, aspirations, and challenges regarding internationalization. The findings revealed gaps between espoused priorities and lived experiences. Thematic analysis showed that incorporating diversity, representation, mutual understanding, and empowerment through feminist partnerships validated diverse knowledge and addressed intersectional needs, facilitating culturally sensitive exchanges. However, challenges of limited resources and implementing consistent, systemic changes remained. The study argues that adopting a feminist-informed and collaborative approach enriches internationalization theory and practice by centering marginalized voices in conceptualizing and implementing initiatives. By dismantling barriers and fostering empowerment, more equitable outcomes can be realized. This feminist approach holds promise for empowering all backgrounds as equal partners in higher education worldwide through wisdom and care.

ABSTRACT: This paper adopts a joint-autoethnographic approach to explore our lived experiences of working in academia while living with chronic illness, specifically ankylosing spondylitis, at two “new” public universities in the North of England, UK. Use of the novel methodological approach of joint-autoethnography enables us to provide a snapshot into what it means to be “othered” in contemporary neoliberal academia. We contribute to existing debates, which seek to disrupt perceptions of academia as an elitist, ablest, and privileged ivory tower. Through data captured in personal research diaries, we shed light on the emotional and embodied experiences of living with chronic illness while navigating academia, and how we perform our (un)spoiled academic identities. This is important because women with chronic illnesses and disabilities are significantly under-represented in senior roles within universities. This paper will interest an international readership because chronic illnesses are widespread in the workforce, and these individuals offer a unique perspective within higher education and have an awareness of the barriers faced by other academics and students with chronic illnesses.