AI-Powered Higher Education: Exploring the Use of GenAI Agents

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ

Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age—from younger to older—between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education.Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

Higher vocational education has been expanding across many countries where it variously includes the European model of two-year ‘short cycle’ higher education sub-bachelor level qualifications provided by universities or colleges (HNC/Ds and Foundation degrees being examples in the UK), applied bachelor degrees in Sweden and Australia, applied baccalaureates at community colleges in the USA and other combinations of higher level vocational and academic programmes including degree apprenticeships. The growth of higher vocational education is usually a response to two distinct policy concerns: on the one hand, policies to increase economic competitiveness and productivity and on the other hand policies to promote social justice and equity as part of the near universal project to widen participation to higher education. This chapter explores how the concept of equity has been understood in research on widening access to higher education through developments that connect vocational or further education with higher education. The aim is to contextualise the country-specific experiences of the growth of higher vocational education presented in this book collection. This chapter builds on the idea that policies and practices contain historical traces and that different assemblages of policies for vocational or further and higher education lead to different spaces for opportunities for different students. This chapter explores literature that considers how vocational education and higher education as systems and/or as institutions have connected in order to expand opportunities to higher education qualifications for those who have not traditionally participated at this level. This chapter is organized in two parts. The first part considers how system expansion, which is often accompanied by increased institutional and vocational and higher education sector differentiation, is understood to affect equity in higher education. Three conceptualisations of equity developed by McCowan (2016) are outlined and discussed in order to set up a frame for reviewing the effects of expansion in more detail in the second part of this chapter. The second part of this chapter then uses McCowan’s (2016) conceptual frame to present and discuss the findings of a recent systematic literature review on widening access to higher education. The studies that will be considered in this chapter are those that highlight policies and practices to enable progression to higher education from vocational education.

Higher legal education is a necessary component of the legal profession, a guarantee of professional competence of the lawyer. It plays an important role in social development, the environment for the formation of lawyers of the new generation.The analysis of the content of the concept «higher legal education» revealed the existence of serious problems of legal regulation of this category, since the diversity of its interpretations significantly affects the possibility of citizens realizing their rights, in particular labor, which is closely linked to the presence / absence of a certain level of higher education.The current legislation does not contain a single definition of the term «higher legal education». It is mentioned in the Constitution of Ukraine, as well as in several laws of Ukraine. However, his definition in these documents is different, sometimes not very correct, and sometimes not at all.In this regard, some citizens are deprived of the opportunity to realize their constitutional rights, including the right to work. Thus, the absolute majority of regional bar councils refuse to accept documents and register information about assistant attorney to those who have received higher education at the first (bachelor) level of higher education instituted after the Law of Ukraine «On Higher Education» No. 1556-VII of 01.07.2014 entered into force. The above is related to the false interpretation of the notion of «higher legal education» contained in the Law of Ukraine «On Higher Education» No. 2984-III of 17.01.2002.This contradiction, in our opinion, is a disadvantage of lawmaking technique, which should be eliminated by introducing appropriate changes to the existing standard acts of legislation. The necessity of such adjustments, in our opinion, is justified because a clear delineation of qualifying requirements to the person who carries out professional activities regulated by special legislative acts, adds an element of certainty and will clear a guide for seekers of higher education.Summarizing, we note the inexpediency of defining the notion of higher legal education by the names of specialties. More reasonable and appropriate practices leading powers would be the recognition of higher legal education (within the meaning of the Constitution and laws of Ukraine, which contain this term), higher education gained on educational programs, which during the accreditation recognized as providing an education that meets the qualification requirements for the occupation of certain positions.In this case, special conditions of accreditation of such programs may be provided, in particular, taking into account the results of the unified state exam and evaluation programs involving members of the professional community. In the future, after the establishment of the State Register of Qualifications, the conformity of education with the existing requirements for candidates for certain positions can be achieved through the corresponding marks in the register, which will be done on the basis of accreditation of educational programs, which will be assigned these qualifications.

The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid to the greening of higher education in Ukraine. Some provisions of the existing Concept of Environmental Education of Ukraine are no longer relevant, which leads to the development of a modern Concept, and, perhaps, a separate Concept of higher environmental education in Ukraine. In recent years, there has been a decline in state interest in the training of environmentalists, so it is advisable to develop measures to improve the training of applicants for higher environmental education.

Reviewed by: Oppression and Resistance in Southern Higher and Adult Education: Mississippi and The Dynamics of Equity and Social Justice by Kamden K. Strunk, Leslie Ann Locke, and Georgianna L. Martin Cindy Ann Kilgo OPPRESSION AND RESISTANCE IN SOUTHERN HIGHER AND ADULT EDUCATION: MISSISSIPPI AND THE DYNAMICS OF EQUITY AND SOCIAL JUSTICE Kamden K. Strunk, Leslie Ann Locke, and Georgianna L. Martin New York, NY: Palgrave Macmillan, 2017, 231 pages $119.99 (hardcover) $89.99 (ebook) "Thank God for Mississippi." It is a quote that opens Chapter 1 of Strunk, Locke, and Martin's (2017), Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice. It is also a quote that I, having spent half of my childhood in the Mississippi Delta and the other half in rural Georgia, heard often. As someone who has studied and continues to study higher education and student affairs, I am often disappointed that so many texts fail to provide examples or cases involving the southern United States and more specifically the Deep South. Often it is considered not transferable or generalizable to other regions of the U.S., given the unique and storied past of the region. When this book became available, it immediately sparked my interest and after reading and reviewing it, I can say that it certainly did not disappoint. The authors of this text built a compelling case within this opening chapter for why Mississippi, despite usually ranking last in (all) education markers, should in fact be studied. After the introductory chapter, the book is organized into three sections: (1) Oppression in Mississippi Adult and Higher Education, (2) Resistance in Mississippi Adult and Higher Education, and (3) The Dynamics of Equity and Social Justice in Southern Adult and Higher Education. Each section consists of two to three chapters. Further, each section integrates oppression and resistance related to multiple social identities, including race, sexuality, gender identity, and social class. I outline in my review below each of the three sections, as well as the relevance of this text to student affairs practice. Oppression in Mississippi Adult and Higher Education Chapter 2, "Conditions of Oppression in Mississippi Adult and Higher Education: The Legacy of White Supremacy and Injustice," detailed the contemporary segregation present within education systems in Mississippi. This chapter provided data to suggest that schools at all levels in Mississippi are "at least as segregated as they were before Brown v. Board of Education" (p. 33). The authors used publically-available data to illustrate the pervasive nature of educational oppression within the state. The authors also described the oppression faced by low-income students and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students. Chapter 3, "Tracing the Development and Entrenchment of Oppression in Mississippi Adult and Higher Education," provided the historical side to Chapter 2. In this [End Page 171] chapter, the authors described the ways in which Mississippi remained segregated, partially due to the creation of White-flight private K-12 academies in protest of desegregation. The authors also provided data on the disproportionate state funding of public postsecondary institutions. Chapter 4, "Oppression and Resistance Timeline" was particularly intriguing, as it provided a tangible timeline of oppression and resistance within the south. This timeline functions as a way to transition from oppression within the state to highlighting the resistance efforts, both in the past and present. This timeline has great functionality and benefit to readers of all types, including within curricular or programmatic venues involving undergraduate students. Resistance in Mississippi Adult and Higher Education Chapter 5, "Black Resistance" outlined resistance from the antebellum period to today. The authors highlighted major players in the desegregation of Predominantly-White Institutions (PWIs) in the state, community efforts, and contemporary educational organizations. The authors focus on the ways in which resistance has occurred, despite the oppressive influences within the state. One section being titled, "Resistance May Get You Killed in Mississippi" (p. 118) illustrates the risk involved with resistance movements within the state and region. In Chapter 6, "Social Class and Resistance," the authors dove deeper into the inequities by race by also considering socioeconomic factors. The authors highlighted the interconnected nature of race and class...

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Interdisciplinary learning improves cognitive skills and increases motivation for learning and teaching in higher education. Interdisciplinary education, which requires the collaboration of different disciplines, contributes to the development of students by integrating disciplinary knowledge and providing a multidimensional perspective. Thus, interdisciplinary education has become an alternative approach to discipline-centered education in higher education. Interdisciplinary learning is necessary for postmodern life because it eliminates the limitations of disciplinary education. The complex nature of the problems posed by postmodern life requires the collaboration of many disciplines. Current political, economic, social, religious, and legal issues are too complex to be solved from the perspective of a single discipline. Discipline-centered education may not be sufficient to provide solutions to current problems or to equip students with problem-solving skills. For this reason, this study reveals that interdisciplinary learning, which is increasing in higher education, can also be applied to higher religious education. The purpose of this study is to demonstrate the outcomes of interdisciplinary learning in higher religious education through a sample training. In the academic year 2023/2024, an interdisciplinary training was conducted on the common problems of theology and other disciplines, and the results were revealed through the views of 16 participants. The research was conducted as a case study by using the qualitative research method, and the research data were coded under four themes: (1) need for interdisciplinary learning in higher religious education, (2) disciplines associated with higher religious education, (3) outcomes of interdisciplinary learning, and (4) suggestions for interdisciplinary education. According to the research findings, the participants believe that courses in higher religious education have interdisciplinary content, that interdisciplinary education is necessary in higher religious education, and that interdisciplinary learning contributes to personal and professional development. It is recommended that studies be carried out using alternative approaches to improve higher religious education.

Over the quarter century from 1950 to 1978 the number of tertiary-level students studying in foreign countries increased from 107,589 to 842,705-nearly eight times.' Between 1968 and 1978, the most recent 10-year period for which data is available, the increase was nearly 250 percent. If a straight-line projection is fitted to past numbers, overseas students will number nearly 21/2 million by the year 2000. From a quantitative standpoint, studying overseas has become important only since World War II. During the early postwar years, the number of overseas students remained constant and was a modest proportion of the total number of students in the world's rapidly expanding higher educational institutions. However, in recent years, while the rate of increase in numbers of overseas students has been high, the rate of increase in numbers of places in the world's higher educational institutions has begun to level off. Thus, since the early 1970s, the number of overseas students as a percentage of all students in the world has increased somewhat: from 2.0 percent in 1968 to 2.3 percent in 1978. Though many observers have commented on the rapid postwar increase in the number of overseas students, few have tried to explain that increase, and no serious attempts have been made to explain the considerable national differences in the numbers of students from other countries in

Relevance. There is a need for a systems analysis of the history and current state of the Kharkiv State Academy of Culture (KhSAC), which is considered to be the founder and leader of higher LIS (Library and Information Science) education and higher education in culturology and arts of Ukraine within 90 years of its existence (1929-2019). The aim of this study is to analyze the origins of higher LIS education and higher education in culturology and arts as well as the history and current state of KhSAC on the occasion of its 90 th anniversary. Research methodology. The historical milestones and present-day diverse activities of Kharkiv State Academy of Culture are studied by the means of systems, comparative and historical approaches and a problem analysis. Results. The study deals with the ninety year history and current state of KhSAC, which is considered to be the founder and leader of higher LIS education and higher education in culturology and arts in Ukraine. Particular attention is paid to the significant achievements in educational, scientific, administrative and creative activities. The paper presents information on the organizational transformations of KhSAC, its academic staff. It includes over 75% of Doctors of Science, Candidates of science, people’s artists, honored artists, honored workers of culture of Ukraine. During the years of its existence the Academy has educated about 50,000 specialists, among them over 500 international students from more than 40 countries of Europe, Asia, Africa and Latin America. The Academy offers degree programmes at Bachelor and Master levels in 16 fields of training and specialties of 7 fields of study, namely Cultural Studies, Museum Studies and Historic Preservation, Management of Socio-Cultural Activities, Audiovisual Arts and Production, Choreography, Music Art, Performing Art, Information, Library and Archive Science, Information Systems and Technologies, Psychology, Social Work, Journalism, Tourism, Management. Postgraduate Studies (PhD Course) and Doctoral Studies offer programmes in 4 specialities. They are as follows: Culturology, Music Art, Information, Library and Archive Science and Social Work. The paper describes the features of KhSAC’s research activities. The structure of the Academy includes Postgraduate Studies and Doctoral Studies; two specialized academic boards authorized to accept for consideration and to conduct the defence of theses competing for an academic degree of Doctor (Candidate) of Science. Two academic journals are published, namely “Kultura Ukrainy (Culture of Ukraine)” covering the current issues of culturology and art criticism, and “Visnyk Kharkivskoi Derzhavnoi Akademii Kulury (Bulletin of Kharkiv State Academy of Culture)” covering the current issues of social communications. About 10 international, all-Ukrainian and regional scientific conferences are held every year. Available to students are a library, an e-material reading room, several computer laboratories, an Internet-centre, an editorial board. The place of the Academy in the European and world professional environment is identified. Novelty. An attempt is made to study the ninety year history and current state of Kharkiv State Academy of Culture, which is considered to be the founder and leader of higher LIS education and higher education in culturology and arts of Ukraine. Particular attention is paid to the significant achievements in educational, scientific, administrative and creative activities. The practical significance. The main results of this study can be used by institutions of higher education in culture and arts of Ukraine for further improving academic, scientific, administrative and creative activities.

To achieve the much needed transformation in higher agricultural education in Africa, Universities have central roles in building an enabling environment. One of such roles that always requires limited attention is that of advocacy for favourable policies. In a contrast where resource attention are short and skills are scarce to service a key sector of the economy (the agricultural sector), the careful shepherding through effective policy decisions that are supportive is Africa’s top talent efforts to contribute to socio-economic transformation. Universities in Africa and their stakeholders are increasingly making significant progres with reference to advocacy and engagement with policy-decision makers. This article is premised on messages shared in a Resolution issued at a convening in Kampala, Uganda that addressed the theme “Strengthening Human and Institutional Capacity for Agricultural Development”. The convening event was organized in November 2010 by the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) as part of activities in the realm of advocacy for higher agricultural education (HAE) in Africa. This event marked a process of engaging policy and decision-makers in efforts to initiate reforms that would revitalize higher education and in particular HAE in Africa and the resolution constituted a key output endorsed by the Ministerial Conference on Higher Education, Finance and Agriculture. The Ministers resolved to address priority issues related to higher education and agricultural development and recognized that human and institutional capacity remains a fundamental and essential component of agricultural development. They agreed that Agricultural development, strategy should give particular attention to the role of higher education, and to facilitating needed changes in higher education policy to address Comprehensive Africa Agriculture Development Programme (CAADP) priority issues. The Ministers committed to respond to these challenges and recognized the need for multistakeholder engagements. They thus, made the following requests We ask for the full support and cooperation of the Comprehensive Africa Agriculture Development Programme; We call upon Vice Chancellors, Rectors, Governing Boards and Senates of our higher education institutions to facilitate and support the calls for action set out in this resolution; We ask Africa’s development partners, foundations and private firms and investors to support these efforts and the process of carrying out the actions set out in this resolution.” Key words: Africa, Agriculture, CAADP, Higher agricultural education, reforms

The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.

Higher vocational education (HVE) has a long history in England, with Higher National Diplomas (HNDs) and Higher National Certificates (HNCs) introduced nearly 100 years ago. Since then, HVE qualifications and further education (FE) colleges that are key providers of HVE have moved in and out of the gaze of policymakers. While universities are also providers of vocationally oriented higher education, particularly at bachelor level, over the past three decades higher education (HE) offered in FE colleges has comprised around 10 per cent of all HE provision. This is despite many changes in government and policy that have significantly affected what HVE involves. In this chapter we consider HVE in England during the 2010s, focusing on provision in FE colleges, especially sub-bachelor level qualifications. We provide a picture of HVE’s functions and the distinctive form that HVE has taken in England, based on available statistical data. We examine the different purposes ascribed to HVE by policymakers, the colleges that provide HVE, as well as students taking HVE courses, and we explore how and whether HVE may contribute to opening up access to higher level education. We argue that during the last decade, an ideology of market competition has been more important in determining HVE’s form and function than other drivers, including meeting the apparent needs of employers for skilled workers. Despite the stated intentions of government policy to diversify HE, and considerable work on the development of new higher level technical routes, the functioning of the market promoted during this period has tended to marginalize anything but bachelor-level HE offered in HE institutions. In this context, we discuss the positioning of HVE in relation to the fields of ‘higher’ and ‘further’ education in England and ask what the implications are of positioning HVE as a form of higher vocational education, located within the FE and skills field, compared with viewing HVE as vocational higher education, which is associated with the HE field. Finally, we question whether and how under current conditions HVE can be a resource to enhance social justice in and through education.