From access and participation to student success: A decade of research on building Indigenous academic self-efficacy to close the gap in higher education

There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.

What is the difference between Indigenous Australian and non-Indigenous Australian undergraduate students' alcohol use, and alcohol-related harms at one regional Australian university?

Reviewed by: Ensuring the Success of Latino Males in Higher Education: A National Imperative ed. by Victor B. Sáenz, Luis Ponjuán, Julie López Figueroa Vasti Torres and Raúl Gámez Ensuring the Success of Latino Males in Higher Education: A National Imperative Victor B. Sáenz, Luis Ponjuán, and Julie López Figueroa (Eds.) Sterling, VA: Stylus, 2016, 248pages, $35.00 (softcover) Much has been written about the gender gap in higher education; however, less attention has been given to the widening gender gap in education among historically underrepresented minorities. Ensuring the Success of Latino Males in Higher Education, edited by Victor B. Sáenz, Luis Ponjuán, and Julie López Figueroa, is a timely book that provides a historical perspective of the issues Latinos face in the educational pipeline and actionable steps to narrow the gap. This book highlights the experiences and research of a group of men who have been neglected in the education system and may struggle to be successful in higher education. Prior to this book, the only major publication that dealt with Latinos is Invisible No More: Understanding the Disenfranchisement of Latino Men and Boys (Noguera, Hurtado, & Fergus, 2012) that focused on the lifespan of Latinos rather than specifically on higher education. The editors of this book state that it is distinctive because it provides perspectives on emerging theories and research and serves as a primer for policy makers. The book is organized around four overarching themes: context, theories, research, and moving from research to practice. The reviewers acknowledge that the Spanish language is gendered; therefore, when we say Latino when we mean men of Latino descent – and when we mean the culture we will use the term Latinx. The book does not make such distinction and at times the reader may be confused about how the term is being used. This review will offer a brief summary of the chapters and conclude with overall thoughts on the book. The first chapter, written by the editors, is focused on demographic trends that influence the experience of Latinos. The authors show that overwhelmingly Latino men enter elementary education already behind and the achievement gap widens as they move through the education system. More research that focuses on Latinos is needed to better understand these trends. Victor Sáenz, Luis Ponjuán, and Julie López Figueroa make a convincing argument that Latinos are disappearing from the education pipeline at key transition points, making them largely absent from higher education. This is followed by chapter 2, which is focused on the pipeline of Latinos into higher education by using the High School and Beyond data set. In this chapter, Ponjuán focuses on high school and community contributions to college going decisions. The theories section of the book begins with López Figueroa introducing a promising framework for looking at the experiences of Latinos in chapter 3. The geography of academic support is “a hybrid framework that considers how and why students physically situate themselves in particular places within our respective campuses” (p. 44). Chapter 4, by López Figueroa, Patricia Pérez, and Irene I. Vega, considers gender expectations among Latinos in college. In the final chapter in this section, chapter 5, Nolan L. Cabrera, Fatemma D. Rashwan-Soto, and Bryant G. Valencia use intersectionality to complicate what it means to be male and Latino by referencing the [End Page 135] privilege paradox in which Latinos have some privilege due to their gender identity yet are marginalized by their ethnic/racial identity, immigrant status, and gendered expectations. The third section is focused on research and begins with a chapter on high school math achievement and its influence on college access. In chapter 6, Ismael Fajardo, José M. Hernandez, and José Muñoz examine the influential role of psychosociocultural factors on Latino male high school math achievement. Chapter 7 by Lizette Ojeda and Linda G. Castillo, focuses on the role of familismo on academic persistence and primarily uses the literature in counseling, which provides a different take on this often studied characteristic and highlights the need for parental involvement. In chapter 8 David Pérez II shifts the conversation from access...

Over the past decade, international interest has grown in the assessment of student learning outcomes (SLOs) in higher education. Policy-driven, outcomes-oriented reform programs have introduced long-term changes to the higher education sector, particularly in member countries of the Organisation for Economic Co-operation and Development (OECD). International assessments of education first gained importance in primary and secondary education with the First International Mathematics Study (FIMS), carried out in 1964 by the International Association for the Evaluation of Educational Achievement (IEA). FIMS was followed by a second study (SIMS), and a third that also included science, the Third International Mathematics and Science Study (TIMSS). Higher education institutions are expected to be accountable for the effectiveness of their courses and study programs; such accountability can be enhanced through information gathered from formative and summative assessments of students' basic generic and domain-specific knowledge and skills, and relevant determinants thereof, such as aptitudes and competencies they bring with them upon entering higher education.

One of the most significant European higher education reform initiatives of the last decade is the introduction of a European Qualification Framework (EQF) emphasizing Learning Outcomes (LOs) in higher education. The EQF is offered as a reform to contribute to increased transparency and mobility, and also implies a certain degree of standardization and comparability as to how these initiatives are implemented in European countries. The current article considers these changes in light of institutional perspectives that highlight how common HE reforms, in practice, often vary considerably. It investigates how factors of national policy-making contexts, reform traditions and broader reform agendas contribute to variations in contemporary interpretations and applications of LOs, here in the cases of Norwegian and English HE. It argues that (1) the characteristics of English and Norwegian higher education provided contexts where the perceptions of LOs evolved in very different ways, (2) the different political–administrative structures in the two countries were linked to different governance logics at the national level and institutional levels, and (3) despite these variations, some common mechanisms driving reform can be identified, in the role of intermediary and quality assurance bodies.

The main objective of this study was to work toward the development of a number of measures of student learning outcomes (SLOs) in higher education. Specifically, we used data from Exame Nacional de Desempenho dos Estudantes (ENADE), a college-exit examination developed and used in Brazil. The fact that Brazil administered the ENADE to both freshmen and senior students provided a unique opportunity to get a first approximation of the general and subject area knowledge gained in different programs. The results suggested that, on average, students in the three different categories of programs were gaining valuable general and subject area knowledge. The gains in the subject area were of a larger magnitude than those in the general knowledge component of the test. This study contributes to the field by providing empirical and visually compelling evidence related to SLOs gains in higher education.

Recent research has increasingly been studying the long-lasting effects of secondary education structures and processes on higher education (HE) outcomes. While the influence of socioeconomic composition on higher education enrolment is established, the underlying mechanisms remain unclear. We posit that the composition effect partially runs through the educational expectations of the students’ peers at school. By considering shared post-secondary expectations among students within a school – or, peer expectation culture – we transcend the dominant individual approach to expectations. Additionally, we go beyond the supposed positive (i.e. normative) effects of peers on HE enrolment, by considering the negative effects of having ambitious peers on HE enrolment resulting from comparative group processes. Logistic multilevel analyses of longitudinal data (2013–2019) from 1250 students across 30 Flemish high schools showed that socio-economic status (SES) composition effects on HE outcomes were mediated by expectation culture. Students attending schools with high expectation cultures were more likely to attend HE in general, and to attend university over other HE institutes compared to students in schools with low expectation cultures. The results suggest normative effects of peers on both outcomes, while comparative processes were only found for the choice of institution. This study underscores the long-term consequences of both individual and school-level expectations in secondary education and calls for including comparative reference group effects in studies on educational decision-making.

This study aims to systematically review the application of machine learning-based clustering algorithms in the evaluation of Graduate Learning Outcomes (CPL) in higher education. The review was conducted using the PRISMA approach on articles published in the Scopus database during the period 2020–2025. A total of 52 articles were analyzed to identify trends in the algorithms used, implementation challenges, and their contributions to curriculum development. The findings show that algorithms such as K-Means, Hierarchical Clustering, and Fuzzy C-Means are frequently used in mapping student competencies. However, their implementation in practice remains limited due to insufficient model validation, lack of justification for algorithm selection, and a disconnect between analytical results and academic decision-making. This situation reflects a broader issue in the integration of machine learning into educational contexts, where the technical potential of algorithms has not yet been fully translated into meaningful pedagogical impact. As a conceptual contribution, this study develops a machine learning-based computational model that includes the stages of CPL data collection, preprocessing, cluster modeling, result evaluation, and integration into curriculum policy. The proposed model is designed to enhance transparency, adaptability, and evidence-based decision-making in curriculum management systems. This study also highlights the need for the development of soft clustering techniques, integration with digital learning systems, and attention to the ethics and transparency of algorithms in data-based evaluation. Thus, this study emphasizes the importance of bridging the gap between algorithmic analysis and applicable educational strategies within higher education institutions.

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

Metacognitive instructional strategies aim at enhancing the awareness of learners to their cognitive strategies so that they can plan, observe, and assess their learning strategies. These practices can change the focus on just accepting knowledge to self-regulated learning, which is a crucial skill in higher education, where critical thinking and problem solving are the keys to academic achievement and life-long education. The researcher seeks to examine the application and the efficacy of metacognitive instruction methods including self-questioning, reflection journaling, and think-aloud schemes on learning outcomes in higher education. The aims will be to determine the typical use of metacognitive instructional practices, assess their effects on student performance, and student perceptions of metacognitive instructional practices. The research design used was mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of metacognitive teaching strategies and their impact on learning outcomes in higher education. The quantitative component examines the relationship between exposure to metacognitive strategies and academic performance, while the qualitative component explores in-depth perceptions and experiences of students and instructors. This dual approach enhances the validity and richness of the findings. The research design included a survey of 200 undergraduate students and in-depth interview of 20 faculty members of the university, of various disciplines. Quantitative data were analyzed using statistical tools to assess performance outcomes, while qualitative data provided insights into student and teacher experiences. The findings reveal a positive correlation between the use of metacognitive strategies and improved academic performance, motivation, and self-efficacy. Students exposed to metacognitive instruction demonstrated better critical thinking, problem-solving, and knowledge retention. Faculty reported enhanced classroom engagement and deeper learning. The study highlights the need for integrating metacognitive training into teacher education programs and curriculum design to foster independent, reflective learners in higher education.

Self-regulation enables students to plan, monitor, and control their learning behaviors, which strengthens their academic persistence in the face of challenges. By fostering goal-setting and self-monitoring skills, self-regulation also enhances students’ achievement motivation and sustained engagement in academic tasks. The objectives of the study were to find out the level of Self-Regulation, Students’ Academic Persistence and Achievement Motivation, to determine the effect and correlation among Self-Regulation, Students’ Academic Persistence and Achievement Motivation in higher education. The nature of the research was descriptive and quantitative data collection procedures were used to conduct it. Quantitative research is based on a positivistic philosophical paradigm. All of the public and private universities in the Lahore district were represented in the population. A Sample of 600 students was selected through simple random sampling techniques. The five-point Likert scale type questionnaire was deemed to be effective for data collecting. Descriptive (mean and S.D.) and inferential statistics (Multivariate analysis and Pearson r) were used to analyzed the data. SPSS was used to analyze the data. The findings of the study revealed that Self-Regulated Learning, Academic Persistence, and Achievement Motivation are all relatively high, suggesting that students generally exhibit strong self-regulation, persistence, and motivation in their academic pursuits. The study found that students with higher self-regulation skills demonstrated greater academic persistence and stronger achievement motivation, as they effectively managed their learning goals, maintained focus, and adapted to academic challenges. The findings of the study revealed that there was highly significant effect of Self-Regulation on Students’ Academic Persistence and Achievement Motivation in higher education. It is recommended that higher education institutions incorporate self-regulation training and reflective learning strategies into curricula to enhance students’ motivation, goal-setting abilities, and overall academic resilience.

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes.

This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.

In order to define and accomplish learning outcomes in higher education, this study investigates the idea of transdisciplinary learning and its consequences. It explores how transdisciplinary techniques might improve students critical thinking, creativity, and problem-solving abilities by drawing on theoretical frameworks and practical data. It also discusses challenges and opportunities associated with implementing transdisciplinary approaches in higher education, including issues related to curriculum design, assessment methods, and institutional support structures. It highlights examples of successful transdisciplinary initiatives from various educational. This proposed book chapter seeks to explore the significance of transdisciplinary approaches in shaping learning outcomes in higher education settings. By offering insights into the theoretical foundations and practical implications of transdisciplinary approaches to learning outcomes, it aims to contribute ongoing discussions and debates surrounding curriculum development and educational innovation in higher education.