Individual differences in English-medium education

English Medium Instruction (EMI) programs have been implemented in Thai higher education for decades, where English is used within a multilingual context, attracting numerous international students. However, limited research has investigated multilingual identity through an intercultural lens. This study employed a multilingual identity approach to explore intercultural stance and examine how multilingual identities are constructed within the EMI context in Thailand. Utilizing a narrative inquiry design, data were collected from a Chinese student, Anny, who aimed to enhance her English skills by enrolling in an EMI program at a university in eastern Thailand. Using the theme-weaving technique and the coding method for data analysis, the findings revealed that Anny constructed her multilingual identity by actively engaging with both English and Thai during her time in the EMI program. The study highlighted the importance of intercultural understanding for international students in forging their multilingual identities. It was argued that succeeding in an EMI program requires more than just advancing English proficiency; developing a multilingual identity is crucial for successfully navigating the EMI program. This study implied the practical implication for educators and administrators for EMI program in Thai context, and suggested that the intercultural curriculum should be considering in EMI programs for adaptation; Additionally, reassess the relationship between English proficiency and professional knowledge within the EMI classroom, prioritizing intelligibility as a fundamental objective in EMI teaching is essential.

The effect, received by a person and society from mastering the basic professional educational programs is problematic to quantify, which leads to the emergence of a risk that characterizes the quality of management decision-making procedures for implementing the educational process in higher education institutions in terms of the level of achievement of the set criteria and indicators. The aim of the work is the development of technology for monitoring of the educational risk based on the geoinformation approach and methods of data mining. Assessment of the educational risk can be implemented through monitoring the quality of the implementation of the main professional educational programs of the institution. Monitoring of the educational risk in the implementation of the educational process in institutions of higher education means the collection, cataloging, pre-processing, analysis and visualization of the data, aimed at improving the efficiency and quality of providing educational services. To accomplish this goal, the following methods and approaches are used: geoinformation approach, cluster analysis, probability theory, data classification methods, forecasting methods, forecasting, and data visualization technologies. The scientific and methodological aspects of the development of the methodical, informational and instrumental support of the educational risk management system in educational institutions of higher education are examined. According to the results of the work, it is revealed that the use of geoinformation technologies increases the efficiency of management by the collection automation, processing and analysis of data on the implementation of educational programs. Modern geoinformation technologies provide the opportunity to create and integrate a system that has innovative analytical functionality, and implements new effective technologies, methods and algorithms in the tasks of monitoring the educational programs. The use of geoinformation technologies will ensure the integration of attributive and space-time data, taking into account geographical reference to the cartographic basis from the divisions of educational institutions, will allow quickly modeling the processes and evaluating the implementation of the educational programs. A mathematical model, a method and an algorithm for assessing the effectiveness of the implementation of educational programs in educational institutions have been developed. Evaluation of the characteristics of training directions is carried out through the application of the classification method, the decision tree is used, which allows to order many specialties and training directions in a hierarchical, consistent structure according to the established rules. The proposed model for assessing the educational risk in educational institutions will make a comprehensive evaluation of the processes, taking place in the divisions, since it takes into account pedagogical, economic and social aspects. The analysis of the components and functions of the educational risk was carried out. The program implementation of the proposed approaches in the database management system has been implemented. To implement the application, the following development tools are used: PostgreSQL database management system; integrated development environment Microsoft Visual Studio Community 2015; technology for creating ASP.NET 5 web applications; programming languages SQL, C #, JavaScript. The results of approbation of the proposed technology on the basis of the data of the admission committee of the educational institution are presented. In conclusion, we can note that the scientific approach to the assessment of educational risk leads to significant generalizations in the field of the outcome of the implementation of educational programs in higher education institutions.

The Philippines’ dismal performance in recent international assessments (e.g., PISA in 2018; TIMSS and SEA-PLM in 2019) evince that a learning crisis persists and remains a formidable challenge for the country. This is despite the many educational reforms undertaken in recent years, such as resolving the decades-long backlog in school infrastructure, expanding access to early childhood education, upgrading teacher salaries, and enhancing the basic education curriculum. Although there is a myriad of factors that contribute to poor learner outcomes, there is a consensus in literature regarding the central role played by the teacher in these dynamics. This has motivated the researchers’ study of teacher education programs in higher education institutions (HEIs), particularly in their capacity to effectively prepare pre-service teachers for the profession. To fully understand this phenomenon, the researchers explored the profile of teacher education programs in the country in the past decade, and used multiple regression analysis to examine the relationship between performance in the Licensure Exam for Teachers (LET) and the characteristics of the HEI attended (e.g., student-to-faculty ratio, HEI type, location, size, year established). It was found that between 2010 to 2016, an outsized proportion of poor quality were in Mindanao, particularly in BARMM and Region 12. Not coincidentally, these are the same regions where not a single institution has been able to hurdle CHED requirements to become a Center of Excellence (COE) in Teacher Education. Further analysis shows that attending programs in small HEIs is associated with a 14 to 17 percentage point disadvantage in the LET, relative to large institutions. Meanwhile, SUCs are seen to perform better in LET Elementary, whereas private HEIs and LUCs perform slightly better in LET Secondary. The proponents of this study put forward policy recommendations aimed at curbing the prevalence of non-performing HEIs, providing incentives for quality among TEIs, and strengthening oversight and coordination of the space.

Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students’ academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students’ academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students’ academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs.

The purpose of the article is the need to develop a concept for the formation of communication using parser programs in the personnel department of higher education to improve educational activities. Methodology. In the process of research the methods of informology and social communication, logical-dialectical method of cognition, methods of system analysis, abstractions were applied, which allowed to reveal the content of implementation of parser programs; to analyze the use of parser programs in higher education institutions on the example of Vasyl' Stus Donetsk National University. Scientific Novelty. The necessity of introduction and use of parser programs in higher education institutions is substantiated. The use of Google Spreadsheet in the human resources department of the university as an information retrieval system and text-digital database to improve the educational activities of higher education institutions has been studied. Conclusions. Analyzing the communications of the institution of higher education, it is necessary to name their main directions: communication between the organization and its external environment; communication between management levels and departments; communication manager-subordinate; communication between the leader and the working group; informal communications. The purpose of using parser programs in higher education institutions is primarily to increase the efficiency of the educational process, improve service and reduce costs in the data processing. The use of parsing in the personnel department of a higher education institution is multifaceted. Today, parser programs perform parsing, lexical, automated analysis, process many information requests, parse documents, extracting from there the necessary and useful user data. The Google Spreadsheets parser program aims to use the latest information and communication technologies that help improve management, improve employee interaction, and promote social innovation.

Purpose – The purpose of this paper is to report on an applied research project that was conceived in response to the low number of Emirati high school graduates entering directly into undergraduate programmes in higher education institutions mainly due to lack of adequate academic English proficiency. Performing well in international standardised testing such as the International English Language Testing System (IELTS) is of primary importance in preparing non-English speaking learners for higher education delivered through the medium of English. Design/methodology/approach – Three hundred ninety-one secondary education Emirati students were involved in an intervention study. The study was cross-sectional, and it used a pre/post-design to measure change and impact on the students’ IELTS scores with comparisons between different experimental groups by gender, region and overall. Additional attitudinal data were collected using a survey with students, teachers and principals involved in the intervention programme. Findings – Results showed a statistically significant and educationally meaningful pre/post-improvement for the students who attended the IELTS preparation programme and a positive attitude towards the intervention programme. Research limitations/implications – A limitation of the study is that it used a quasi-experimental design with some threats to the validity of the design, so some caution is suggested in drawing conclusions which are too strong. Originality/value – This project is the first of its kind in the United Arab Emirated as it endeavoured to raise secondary education Emirati students’ awareness of the knowledge and skills involved in succeeding in the IELTS exam and provided evidence of the kind of programme that could have a positive impact on student learning.

The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.

The paper outlines the conceptual principles, features, and prospects for the development of social responsibility in higher education institutions. The main attention is focused on defining the content and functions of social responsibility in higher education in the context of the implementation of the Sustainable Development Goals in Ukraine. At the same time, important tasks are the formation of civic values, equal opportunities for all participants in the educational process and environmental awareness of students. The study is based on the analysis of international regulatory documentation in the field of education and the review of the results of theoretical and empirical works of foreign and domestic scientists. The use of methods of comparison, generalization and systematization allowed us to determine theoretical approaches and methodological guidelines for the development of social responsibility in higher education institutions. It was found that modern research lacks a unified concept of the formation of social responsibility in higher education. International practice confirms that effective social responsibility programs in higher education institutions combine an orientation towards the personal development of students, the formation of critical and independent thinking, and the education of civic responsibility in future professionals. Best global practices of social responsibility in higher education include environmental initiatives aimed at improving the energy efficiency of the educational process, promoting the use of environmentally friendly transport, and encouraging waste sorting among the population. Another important area is the formation of a culture of conscious consumption among students, which includes reducing resource use and reusing items. The development of volunteer programs for students and faculty that promote active citizenship is of great importance. Effective practice is the establishment of dialogue and partnership between higher education institutions and business within the framework of the implementation of social and educational grant programs. The main functions of social responsibility of higher education institutions include the creation of a safe and supportive educational environment, the development of civic awareness and activity, the support of inclusivity and equality, the promotion of sustainable development, as well as social partnership with the public. Ensuring security, psychological well-being and a culture of mutual respect in the conditions of national higher education becomes especially relevant during martial law. Cooperation among educational institutions, businesses, communities, and governments contributes to effective solutions to educational and social challenges. The study was conducted with financial support from the Institute of International Education Scholar’s Rescue Fund (IIE-SRF). The research materials reflect the interim results of the VEGA 1/0316/22 research project Multidisciplinary Aspects of the Feminisation at the Department of Pedagogy of the Faculty of Philosophy at Comenius University in Bratislava.

ABSTRACTThis article aims to examine the impact of five different dimensions of service quality on student satisfaction in international programs of higher educational institutions. Data were collected from 398 students who have experienced services provided by the faculties and staff in international programs of higher education institutions in Thailand. The model examination result was statistically acceptable in terms of reliability and validity. The strongest dimension of service quality that affects student satisfaction is responsiveness, followed by empathy and facility, accordingly. This research highlights important dimensions of service quality that, if improved in higher education institutions, would enhance student satisfaction.

Purpose This study investigates the significant determinants that lead different work-field employees to develop intentions to enroll in educational programs that use artificial intelligence (AI). Venkatesh's (2000) technology acceptance model 3 (TAM3) is the foundation for the proposed research model in the current study, presenting a complete nomological network of technology adoption determinants (individual differences, system features, social influence and facilitating conditions). Design/methodology/approach Quantitative questionnaires were distributed January 2024 digitally, using Google Form, to employees enrolled in educational programs in higher education institutions for the purpose of work-based learning in Egypt. 405 questionnaires were analyzed, using statistical package for social science, version-26. Findings This study found that employees develop intentions for work-based learning with AI if the technology is useful and easy. Employees perceive AI as useful with subjective norms, job relevance, result demonstrability and quality. They perceive AI as easy based on their level of self-efficacy, computer anxiety and perception of control. Practical implications AI when used by higher education institutions can lead to admired learning among employees as it improves access to education opportunities, develops intelligent tutoring systems, personalizes education processes, etc. Thus, AI in work-based learning programs should be encouraged for fruitful education strategies and interventions. Originality/value This study contributes to the growing body of knowledge on AI in higher education, skills and work-based learning. A comprehensive investigation of the multifaceted drivers of AI adoption among employees seeking continuous learning can aid in the development of effective interventions to enhance technology adoption in education. The novelty lies in understanding how to endorse AI use in training courses for employees offered in higher education institutions.

Ongoing efforts on internal quality assurance of the educational program at higher educational institutions should be based on comprehensiveness and constant innovative activity. The development of modern and effective ways and measures in order to ensure the quality of educational programs is relevant both for modern higher educational institutions in practice and in the theoretical and methodological plane. The purpose of the research lies in establishing the principles of ensuring the quality of the educational program, which should be applied to achieve high quality teaching following the educational program of higher educational institutions in Ukraine; determining the shortcomings and prospects for the development of educational programs (curricula) and their assessment by educators. In the course of the research, an interpretive qualitative study has been used; along with this, the experiment as the main method, the methods of description, questionnaire and observation have been also used in the academic paper. The research hypothesis lies in the fact that ensuring the quality of the educational program is based on a balanced complex of innovative theoretical principles and their practical implementation. The result of the research is the establishment of the fundamentals for ensuring the quality of educational programs of higher educational institutions, taking into account their innovative nature and the evaluation of the strengths and weaknesses of the curriculum by the participants of the educational process. In the prospect, the implementation of research programs for the further development and improvement of the quality and demand of educational programs of the HEI at the level of the world market of educational services is expected.

This study aims to identify and formulate strengthening strategies for the Quality Assurance Unit in efforts to improve the quality performance of study programs in higher education institutions. UPM plays a strategic role in implementing the Internal Quality Assurance System through the PPEPP cycle (Determination, Implementation, Evaluation, Control, and Improvement). However, in practice, many UPMs have not functioned optimally due to various challenges, such as a lack of understanding of the PPEPP cycle, weaknesses in quality documentation, limited coordination with the Quality Assurance Agency and insufficient training and guidance for UPM managers. This research employs a descriptive qualitative approach using a case study method on several study programs in higher education institutions. Data collection techniques include observation, in-depth interviews, and document analysis. The results indicate that UPM strengthening strategies can be implemented through human resource capacity building, the development of an integrated quality management information system, and enhanced collaboration between UPM and LPM, lecturers, educational staff, and students. In addition, clear institutional policy support and leadership commitment are also key factors in empowering UPM to effectively fulfill its role. By implementing these strengthening strategies, UPM is expected to contribute significantly to improving the quality of study programs and achieving excellent accreditation. This research contributes to the development of policies and practices in quality assurance within higher education and serves as a reference for institutions in optimizing the role of UPM in the internal quality assurance system

This essay addresses key challenges that Spanish and Portuguese programs in higher education institutions will face over the coming years. First, we present options to position Spanish and Portuguese as an integral part of institutional efforts concerning interdisciplinarity, community engagement, and global awareness. Next, we discuss curricular changes for Spanish and Portuguese programs to focus on historical, cultural, linguistic, and social questions linked to Spanish- and Portuguese-speaking communities throughout the world. Finally, we look into programmatic ways for the profile of Hispanics and Lusophone Americans in the United States to be taken into distinct consideration by Spanish and Portuguese programs.

PurposeThe purpose of this paper is to evaluate an English Proficiency (EP) programme and its efficacy with respect to students' academic performance in a university within a multi-lingual context, as the programme had been in effect for some years.Design/methodology/approachA quasi-experimental approach was used to study the efficacy of an EP programme in a university within a multilingual context. Data across two academic years were used, along with regression discontinuity design.FindingsResults suggest that the EP programme had a significant and positive intervention effect on students' initial semester grade point average. The programme effect size was found to be medium to large.Research limitations/implicationsIt might be useful to extend the study for one more year for more concrete conclusions. As the study was anchored upon the structure of the 2016 EP programme, any major curricular/structural change to the programme warrants another study.Practical implicationsThis study demonstrated that the implementation of EP programmes in higher education institutions is essential not only for international students who are foreign language speakers of English but also for domestic students in English-speaking countries, especially for bi/multilingual speakers.Originality/valuePrevious studies related to the efficacy of EP within higher education have focused on international students who speak English as an additional/foreign language. Further, most studies have focussed on students' self-reported experiences and have yielded disparate findings. This study contributes to scholarship as it addresses the under-researched area related to domestic students who speak English as the first language in a bi/multi-lingual context.

The article considers the issues of the application of project-based learning in the implementation of educational programs in higher education institutions on the example of the Far Eastern State Agrarian University. The authors substantiate that the use of project-based training will allow graduates of the university to obtain practice-oriented skills, as well as enterprises to develop design solutions to problems identified by students during industrial and pre-graduate practices.