Enhancing College Students’ eAccessibility in Higher Education: Transfer Students and Transfer Admissions Counselors' Perspectives

With the rapid development of the social economy and the advent of the knowledge economy, enhancing college students' employability has become a critical focus in higher education. Employability not only influences students' personal and career development but also impacts the national innovation system and economic growth. This study examines the employability of students at Liuzhou Vocational and Technical College, with a specific focus on the implementation of project-based learning (PBL) in training courses. Using a mixed-methods approach, the study surveyed 300 2024 Graduaes and 200 alumni from various majors, and engaged 10 companies that employ the college's graduates through an online questionnaire. Additionally, in-depth interviews were conducted with 7 companies to explore their perspectives on the employability of graduates. The findings indicate that while students demonstrate strong theoretical knowledge, they often lack critical soft skills such as teamwork, problem-solving, interpersonal communication, and coordination. This paper proposes the integration of project-based learning into training courses as a practical solution to bridge these gaps and improve students' employability by fostering real-world problem-solving and collaborative skills.

To investigate the efficacy of home-school collaboration in enhancing college students' mental health. The convenience sampling method was used to select 500 students studying at University as survey participants. By designing a questionnaire, college students' mental health, self-identity, satisfaction and the status quo of home-school collaborative education were investigated. Pearson's correlation analysis was conducted to explore the relationships among these factors. Furthermore, the PROCESS model was used to study the mediating effect, which was tested using the Bootstrap sampling method. Cronbach's coefficient α was above 0.7 for each index in the questionnaire, indicating good reliability. After excluding invalid questionnaires, 463 valid ones remained, with a validity rate of 97.1%. College students' mental health and self-identity were found to be positively correlated with home-school collaboration in terms of total scores and scores for each dimension. The highest degree of correlation was observed for identity moratorium and identity foreclosure, with a correlation coefficient of 0.479. Satisfaction and college students' self-identity contribute to the relationship between home-school collaboration and college students' mental health in the paths 'home-school collaboration → satisfaction → college students' mental health' and 'home-school collaboration → college students' self-identity → college students' mental health,' respectively. Additionally, satisfaction and college students' self-identity for the action path 'home-school collaboration → satisfaction → college students' self-identity → college students' mental health,' reflecting the impact of home-school collaboration on college students' mental health. Home-school collaboration positively influences the development of college students' mental health. Satisfaction and college students' self-identity have a chain mediating effect on the relationship between home-school collaboration and college students' mental health.

Reviewed by: Hip-Hop Culture in College Students' Lives: Elements, Embodiment, and Higher Edutainment ed. by Emery Petchauer Wilma J. Henry Hip-Hop Culture in College Students' Lives: Elements, Embodiment, and Higher Edutainment. Emery Petchauer (Editor). New York, NY: Routledge, 2012, 130 pages, $35.95 (softcover) Hip-Hop Culture in College Students' Lives encourages new critical thought and analysis among educators, campus personnel and researchers regarding the value of hip-hop culture in enhancing college students' learning and development. Unveiled through an artistic approach to inquiry, a portrait is presented of how students who create hip-hop integrate its ideology, aesthetics and practices into their college lives. In chapter 1, Petchauer traces the trajectory of hip-hop from its advent in the Bronx during the early 1970s to its current day arrival on college campuses. He lays out several perspectives relative to conflicting views of hip-hop, which higher education scholars have used in describing hip-hop among college students. Additionally, he argues college personnel's misperceptions about hip-hop have created misunderstanding regarding its value in students' lives. The author advocates for a broad artistic approach from which to view, analyze and apply hip-hop culture. Chapter 2 describes the method employed in this study. Using a phenomenological approach, the author conducted a series of in-depth interviews to explore the cipher (i.e., hip-hop spaces and places) of college students at three diverse higher education institutions in the U.S. Central to the investigation is the concept of hip-hop collegians (a subculture of college students from diverse gender, socioeconomic, and ethnic/racial backgrounds, immersed in hip-hop culture, and who intertwine hip-hop with their college experiences). World view is presented as the conceptual framework used to contextualize how hip-hop exists in students' lives and how they make it relevant to education. Chapter 3 introduces the reader to the underground (the diverse spaces, places and artistic ways students create hip-hop on, off and around campus), which is an integral part of the college experiences of hip-hop collegians. Students share that hip-hop affects every aspect of their identity from the music they listen and dance to, to interactions with others or how they approach learning. The author contends that campus environments that do not acknowledge and take advantage of the educational value of hip-hop culture may encourage students to seek it out in surrounding areas off-campus. In chapter 4, Petchauer discusses how hip-hop collegians integrate aesthetic forms of hip-hop in their academic disciplines using many of the same strategies and techniques of hip-hop artistry. Several scenarios were described relative to the clash that sometimes exists between aesthetic forms of hip-hop and traditional teaching philosophies. According to the author, these conflicts may impede student learning, engagement, and emotional health. The author argues that educators would be better positioned to serve the needs of hip-hop collegians if they developed a deeper understanding of the genre and worked to integrate the ways in which these students experience hip-hop into the structure of higher education. Both chapters 5 and 6 primarily examine the habits and practices of hip-hop collegians. Readers are invited into the lives of students who approach their education by applying the [End Page 222] concepts of edutainment (the combination of education and entertainment), kinetic consumption (affective responses used to engage with the world) and sampling (taking the best from a wide variety of sources and creating something new and relevant) to their campus lives. Petchauer also suggests that some students may develop a level of critical consciousness from hip-hop while others may not. Thus, he challenges educators to rethink hip-hop as a position from which students may be able to develop critical consciousness. Campus personnel should focus on the opportunity to help students draw explicit connections between the content and production of hip-hop and the political and social realities that exist in the world. The book concludes in chapter 7 with a model designed to assist educators in understanding hip-hop collegians on their campuses. The model integrates the key elements that emerged in the lives of the hip-hop collegians studied...

Based on a questionnaire survey of 560 college students, this paper examined the relationship between the curriculum ideology politics function and college students' national identity, as well as the mediating and moderating effects of cultural confidence and school climate. The results showed that there was a significant positive correlation between the curriculum ideology politics function and the national identity of college students, and that cultural confidence could significantly mediated the relationship between the curriculum ideology politics function and the national identity of college students, that is, the curriculum ideology politics could enhance college students' cultural confidence, thereby enhancing college students' national identity; This mediating path was moderated by school climate, that is, the curriculum ideology politics mainly played an indirect effect through cultural confidence, especially when the perceived school climate was low. These results showed that cultural confidence was an important intermediary process of the curriculum ideology politics affecting college students' national identity, and the high school climate was conducive to promoting the ideological and political function of the curriculum.

Enhancing college students’ internal motivation to learn is an inherent requirement for improving the quality of talent cultivation in colleges and universities, and it is also the practical goal of promoting college students’ growth and all-round development. Ausubel’s Achievement Motivation Theory serves as the theoretical premise and foundation for enhancing college students’ internal motivation to learn, and the specific improvement strategies should take cognitive internal motivation as the core, self-improvement internal motivation as the key, and subsidiary internal motivation as the basis, and improve the learning internal motivation of college students from the three dimensions of internal motivation, external guidance, and internal-external linkage. From the dimension of internal motivation, the cognitive internal motivation of college students can be stimulated through interest stimulation, need satisfaction and goal cultivation; from the dimension of external guidance, the subsidiary internal motivation of college students can be enhanced through teachers’ expectations, peer role models and affiliation; from the dimension of internal-external linkage, their self-improvement internal motivation of college students can be strengthened through honor incentives, environmental competition and service support.

The psychological problems and employment problems of college students have always been the focus of attention of all sectors of society. The COVID-19 epidemic has a great impact on the mental health and employment of Chinese college students. Under this background, this study discusses how epidemic anxiety affects the employment confidence and perception of employment situation of Chinese college students. Through the online questionnaire survey of 1,132 college students nationwide, and the ordinal logistic regression analysis of the survey data using Stata 16.0 software, the results show that: (1) Epidemic anxiety negatively affects Chinese college students' employment confidence and employment situation perception, and has a significant impact on employment confidence. The three control variables of employment guidance, older age and higher education have a significant positive impact on college students' employment confidence and employment situation perception. College students in the eastern region have stronger employment confidence and more optimistic employment situation perception. But the expected monthly salary is negatively correlated with employment confidence. (2) Male college students and Science and Engineering students' epidemic anxiety have a stronger negative impact on employment confidence and employment situation perception. (3) Employment guidance has a moderating effect on the relationship between epidemic anxiety, employment confidence and employment situation perception. Employment guidance can enhance college students' employment confidence and reduce their sense of employment crisis by alleviating epidemic anxiety. Combined with the research conclusions, it is proposed that the state and schools should pay attention to the psychological counseling of college students, strengthen the employment guidance of colleges and universities, vigorously support the development of small, medium-sized and micro enterprises, and improve the employment and entrepreneurship service system of college students, so as to promote the employment of college students.

ObjectivesBy exploring the intrinsic connection between physical exercise and career decision-making difficulties (CDMD), this study aims to provide new theoretical insights and practical strategies for understanding and improving career decision-making among college students, as well as enhancing their decision-making capabilities.MethodsNon-probability convenience sampling was employed to administer an online questionnaire to college students at two universities in Guizhou Province, China. To validate the research hypotheses, a structural equation model was constructed. The bootstrap method facilitated 5,000 repeated random samples, with a significant mediating effect indicated if the 95% confidence interval did not include 0.Results(1) Physical exercise exhibits a significant negative association with CDMD. (2) Psychological capital serves as a mediator in the relationship between physical exercise and CDMD. (3) A chained mediating pathway exists between physical exercise and CDMD, operating through psychological capital and employment attitudes. (4) Urban–rural differences exert a moderating effect on the “physical exercise → psychological capital → CDMD” path.ConclusionThis study reveals that physical exercise is associated with college students’ CDMD through both the single mediating effect of psychological capital and the chain mediating effect of psychological capital and employment attitudes. Physical exercise demonstrates significant potential for alleviating CDMD among college students. By constructing a chain mediation model, this study addresses the research gap regarding the mechanisms linking physical exercise to CDMD, laying a theoretical foundation for future empirical studies on using physical exercise as an intervention for CDMD. This model represents an innovative attempt to explore multiple pathways for alleviating college students’ CDMD, while also expanding the application of the psychological capital theory in the field of career development. The model established in this study can be integrated into physical education and vocational education curricula in higher education, thereby enhancing college students’ career decision-making capabilities. It provides a theoretical basis and practical pathways for innovating relevant courses. Future studies can build on this research to further optimize intervention strategies that utilize physical exercise to alleviate CDMD, addressing existing limitations in the research.

In implementing an innovation-driven development strategy, it is important to promote the sustainable development capacity of the new generation. Entrepreneurial learning can enhance college students’ skills and entrepreneurial competence in facing the uncertain challenges of the future. In order to clarify the mechanism by which entrepreneurial learning influences college students’ entrepreneurial intention, a mediating moderation model was constructed, based on the theory of planned behavior, to explore the mediating role of entrepreneurial attitude, entrepreneurial self-efficacy, and perceived behavioral control. Furthermore, the moderating effect of important peers and teachers’ support on campus was combined, initially to assess the entrepreneurial intention of college students. This study adopted a quantitative research approach with a questionnaire survey, taking 704 college students in the Yangtze River Delta region as subjects. The research results showed that entrepreneurial learning has a significant positive predictive effect on the entrepreneurial intention of college students; entrepreneurial attitude and perceived behavioral control play a mediating role between the entrepreneurial learning and entrepreneurial intention of college students; and important peers and teachers’ support on campus can adjust the impact of entrepreneurial learning on entrepreneurial intention. The proposed framework provides a more concrete understanding of entrepreneurial intention. The results also provide policy and managerial insights into promoting entrepreneurial intention within higher education.

This study was applied in enhancing college students' awareness of cybersecurity, especially in fraud detection skills, by improving their English language proficiency. The study first analyzes the current English level of college students and their motivation for foreign language learning through questionnaires and English proficiency tests, and finds that most of the students have insufficient English application skills and a single motivation for learning. In response to these problems, a series of enhancement programs are proposed, including classroom teaching reform, campus English atmosphere creation, and the integration of English learning resources. Meanwhile, in combination with cybersecurity education, teaching modules covering common cyber fraud case analysis and cybersecurity curriculum were designed, and training in data mining, machine learning algorithms and visualization and analysis tools were introduced to systematically cultivate students' fraud detection skills. Through comparative experiments and effect evaluation, the results show that students' English listening, speaking, reading and writing skills are significantly improved, especially in speaking and writing; in terms of fraud detection skills, students' recognition accuracy and analysis efficiency are also significantly improved. The conclusion of the study shows that the organic combination of language proficiency and cybersecurity skills can effectively improve the comprehensive quality of college students and provide strong support for building a safe network environment.

Social engagement of transfer students is of importance to their completion of university studies and thus to understanding whether community colleges could serve as an equalizer in higher education. One overlooked aspect is the social engagement of transfer students with native students, which is arguably contingent on a sense of legitimacy of studying at university for transfer and native students: Do they see themselves as deserving a place at university? This paper argues that their sense of legitimacy could be revealed in how transfer and native students narrate on their experiences of getting into university, including how they attribute educational/social inequality and how they evaluate/position their selves in an educational hierarchy. This paper analyzes the narratives of 34 respondents – 16 transfer students and 18 native students – on their transferal and entrance experiences, respectively, to a top-ranking university in Hong Kong for an exploration. Specifically, this paper examines their attributions of their personal educational achievement and others’ social success, their self-evaluations (or self-positioning) within the existing education system, and their plots structuring the narratives so as to see how far transfer and native students see it legitimate for them to study at university. While most native students feel entitled to a place at university, a lack of legitimacy is found for some transfer students; this may make it difficult for transfer students to get engaged with native students. This paper ends with policy and practical implications for educators and administrators of community colleges and universities.

The centuries-old story of the Chinese Communist Party(CCP) contains a prosperous educational value which is a treasure for college ideological and political lecturers to educate college students and it is also a piece of essential equipment to build a solid ideological position among the higher education system in China. Telling the CCP’s struggle story positively can cultivate college students’ sense of historical responsibility for building socialism with Chinese characteristics. Telling the story of the CCP’s spiritual genes would help enhance college students’ cultural confidence in socialism with Chinese characteristics. Tell the CCP’s story about serving the people could encourage college students to establish a mass historical outlook and pay attention to people’s feelings. The in-depth study and application of the Marxist view of history, culture and party theory could guide the teaching of the CCP story in ideological and political classes. It also contributes to avoid the influence of various ideological trends in China. Building a firm ideological position in colleges is undoubtedly an essential and critical link in the extremely important work. In order to establish a strong position, it is necessary to clear the correct thinking. As ideological and political teachers in colleges and universities, we must attach importance to politics, respond from a theoretical perspective, and overcome the practical problems. Tell the party’s story well, consolidate the ideological position of colleges and universities, and clarify the ideology of college students.

Aim/Purpose: This study aims to develop and assess the effectiveness of the Project-Based Learning with Technology Integration and Science Reconstruction (PROLE TISRE) learning model, an innovative project-based approach that integrates technology and ecology courses with local wisdom, to foster creativity among college students in ecology courses. Background: Creativity is a vital competence in higher education, facilitating innovative thinking in addressing complex societal issues. Existing project-focused learning activities have not provided sufficient opportunities for college students to engage in real-world problem-solving and integrate local wisdom in the learning stages. The PROLE TISRE model seeks to address these limitations by incorporating local wisdom and technological resources, thus promoting more meaningful and contextually relevant learning experiences. Methodology: This study employed a research and development (R&D) design, based on Borg and Gall’s model, which comprises ten stages ranging from preliminary investigation to dissemination. The study involved 500 colleges across four universities, alongside five expert validators and nine practitioners. A quasi-experimental research design with pre-test and post-test assessments was employed to evaluate the model’s effectiveness. Aiken’s V was used for content validation, confirming the instruments’ high reliability and validity. The Likert-scale creativity data were transformed into an interval scale using the Method of Successive Intervals (MSI) before being analyzed with a t-test for main field testing and a MANOVA for operational field testing to assess the impact of model on creativity. Contribution: This research contributes to the educational field by providing the PROLE TISRE model, which offers a structured, technology-integrated framework grounded in local ecological knowledge. It develops essential educational tools, including a model book, a lecturer’s guide, instructional modules, and student worksheets, to improve students’ creativity and other relevant nurturing effects in college. The study further demonstrates the model’s efficacy in enhancing college students’ learning outcomes, offering a novel approach to ecological education that integrates cultural and scientific perspectives. Findings: The PROLE TISRE model yielded significant improvements in student creativity, with an effect size of 0.895, outperforming the Project-Based Learning (PjBL) and Direct Instruction (DI) models, which showed effect sizes of 0.769 and 0.687, respectively. The findings from field testing validated the model’s feasibility and practicality, revealing an enhancement in creativity among college students. Recommendations for Practitioners: It is recommended that educators incorporate technology into each phase of the learning process to maximize creativity and student engagement. A structured project cycle, spanning at least two sessions, should be implemented to facilitate the comprehensive development and evaluation of student projects. The integration of local wisdom and technology in ecological education is crucial for fostering authentic, context-specific learning experiences. Recommendation for Researchers: Future research should explore the broader applicability and scalability of the PROLE TISRE model across various disciplines. Longitudinal studies are recommended to examine the long-term impact of this model on students’ problem-solving skills and career development. Additionally, the role of cultural and contextual factors in enhancing creativity within educational frameworks warrants further investigation. Impact on Society: The PROLE TISRE model promotes the preservation and application of local ecological knowledge, including the practices of mina surjan, mina padi, and sawah surjan, thereby fostering environmental awareness and sustainable practices. By enhancing student creativity, the model prepares college students to address real-world ecological challenges and contribute to community-based solutions. Future Research: Future studies should assess the adaptability of the PROLE TISRE model in non-ecology subjects, particularly focusing on how it can be expanded across diverse educational contexts. Research should also investigate the potential integration of emerging technologies such as Artificial Intelligence (AI) and virtual reality into the learning model. Additionally, future research should explore the model’s impact on diverse student populations to ensure inclusivity and equitable access.

National policies have been very supportive of college students as a new force in IEE (innovation and entrepreneurship education). Universities across the nation have increased their emphasis on entrepreneurship education and put a lot of effort into developing and enhancing college students' EA (entrepreneurship ability). An important challenge facing universities is how to develop the psychological quality of IEE in college students and create a long-term training system. The author develops the EA evaluation model for college students based on practical experience with mental health education and applies BPNN (BP neural network) theory to the assessment of IEE in higher education. The scores corresponding to the students' evaluation indices are used as input vectors, and the innovative EA of the students is evaluated. According to the simulation's outcomes, the number of hidden neurons is calculated, and the outcomes are assessed through experiments. The outcomes demonstrate that, following the completion of the enhanced BPNN training, the actual value is valid, the expected value is reasonable, and the maximum relative error between them is 1.6 percent, which is essentially the ideal situation. It has been established that the IEE's established evaluation index system is fair and can accurately capture students' IEE spirit.

As the process of globalization accelerates, the international perspective of college students becomes increasingly significant for both national development and personal growth. Ideological and political education, as a vital component of higher education, plays a crucial role in cultivating students' values, worldviews, and life perspectives, as well as expanding their international vision. This paper analyzes the mechanisms and effects of ideological and political education, exploring its key role in broadening college students' global perspective. Through specific examples and data, the article elaborates on how ideological and political education promotes the expansion of students' international vision through various methods such as classroom teaching, social practice, and online education. The aim is to provide useful references for higher education practitioners, with a view to advancing and innovating ideological and political education in universities.

With the rapid advancement of technology, smart sports, as an emerging paradigm, have begun to reshape campus sports by integrating physical, informational, and social spaces—a concept termed the "tri-space framework." This integration offers new opportunities to address declining physical health among college students, exacerbated by traditional sports education’s limitations in resources, personalization, and engagement. Smart sports leverage technologies such as IoT, big data, and AI to optimize resource utilization, deliver data-driven fitness plans, and foster interactive social platforms. This study aims to explore how tri-space-integrated smart sports influence college students’ physical health, examining their mechanisms and potential to reform campus sports systems. A mixed-methods approach was adopted, combining quantitative and qualitative analyses. Data were collected from 1,200 students across six universities through structured questionnaires, wearable device metrics (e.g., heart rate, step counts), and pre-post physical fitness tests (e.g., BMI, endurance, flexibility). Smart sports interventions included AI-powered training apps, IoT-enabled gyms, and social fitness platforms. Statistical analyses (e.g., regression models, ANOVA) and thematic coding of interview responses were employed to assess changes in physical health indicators, participation rates, and psychosocial factors (e.g., motivation, social cohesion). The integration of tri-space smart sports demonstrated significant positive effects. Physically, students using IoT gyms and AI plans showed a 15.3% improvement in endurance (p < 0.01) and a 9.7% reduction in sedentary behavior. Informational tools enhanced exercise adherence, with 68% of participants reporting personalized feedback as "highly motivating." Socially, platform users exhibited 30% higher group activity engagement, correlating with improved mental resilience (r = 0.42, p < 0.05). However, disparities emerged: students with limited tech access showed smaller gains, highlighting equity concerns. Qualitative feedback emphasized that gamified social interactions and real-time data tracking were critical drivers of sustained participation. Conclusions/Discussion: This study underscores the transformative potential of tri-space smart sports in enhancing college students’ physical health. By synergizing intelligent environments, data-driven insights, and social connectivity, such systems address traditional limitations while fostering holistic well-being. However, challenges like technological accessibility and privacy risks require institutional policies to ensure equitable benefits. Future research should explore longitudinal impacts and cross-cultural applicability. These findings advocate for broader adoption of smart sports frameworks in higher education, aligning with global trends toward digitized, student-centered health promotion.