Recognition Where It Is Due: Towards a Teaching Qualification for Student Teaching Assistants in Higher Education

This paper presents a novel framework, artificial intelligence-enabled intelligent assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and natural language processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA’s capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled virtual teaching assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with learning management systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.

This chapter investigates the features and historical trends of Japan’s educational cooperation for developing higher education institutions. From the early years of its Official Development Assistance (ODA), higher education cooperation assistance for developing universities has been one of the pillars of Japan’s ODA. Japan has supported more than 500 higher education institutions in developing countries through technical and financial aid. This chapter presents the historical trends based on four broad periods of change: (1) beginning of higher education cooperation (the 1960s–the mid-1970s), (2) rapid expansion of Japan’s ODA and hitozukuri (human resource development) cooperation (the mid-1970s–the 1980s), (3) making basic education assistance the central focus of educational ODA (the 1990s–the mid-2000s), and (4) diversification of university development cooperation programs under higher education internationalization (from the mid-2000s). Through a chronological analysis, this chapter elucidates four distinctive features of Japan’s ODA in this area, namely, the consistent focus on university development cooperation in Japan’s ODA from its beginning to the present, the strong influence of higher education internationalization after 2000, the emphasis on the development of individual higher education institutions rather than support for policy and system reforms, and long-term support combining technical and financial cooperation. Lastly, the chapter discusses Japanese universities’ participation in higher education assistance and its impacts on their internationalization.KeywordsJapan’s ODAHigher educationUniversity developmentHuman resource developmentInternationalization of higher educationHitozukuriEngineering education Medical educationResearch collaborationODA participation of universities

This experience presents the design, implementation, and evaluation of an institutional AI Learning Tutor to support undergraduate students' learning within a flipped classroom approach in business school settings. The study begins by presenting the theoretical foundations regarding the role of AI learning assistants in higher education and their potential contributions to the flipped classroom model. It then details the design and implementation process of the AI Learning Tutor for the cohort of 353 students followed by an evaluation of its impact and student feedback. The findings highlight the benefits and challenges of integrating AI-driven learning assistants in educational settings, emphasizing the importance of pedagogical goals, responsible use of AI for learning and institutional strategy.

Students' attitudes toward AI teaching assistants in education: Considering the role of characteristics and perceptions in Ha'il Saudi Arabia.

Socioeconomic disparities in Jakarta continue to hinder the development of high-quality human resources, particularly among marginalized communities. In response, the Jakarta Provincial Government introduced the Kartu Jakarta Mahasiswa Unggul (KJMU) program to improve access to higher education through targeted social assistance. This study investigates the effectiveness of KJMU by examining the influence of educational social assistance on recipients’ behavior, its impact on human capital quality, and the mediating role of behavior in that relationship. Utilizing the Theory of Planned Behavior, data were collected through a Likert-scale questionnaire from 155 KJMU recipients and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that social assistance has a significant positive effect on recipients’ behavior. However, neither educational assistance nor behavior showed a direct statistically significant impact on the quality of human capital, as measured by academic achievement, employability, and study efficiency. Among these indicators, academic performance exhibited the strongest association, while employment waiting time showed the weakest. These results suggest that while KJMU effectively fosters academic motivation and positive attitudes, it alone may be insufficient to enhance overall human capital quality. Complementary interventions such as career mentoring, soft skills training, and post-graduation support are recommended to strengthen the long-term outcomes of educational social assistance programs.

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.

Administrative assistants play a vital role in higher education institutions in the United States by supporting faculty, staff, and students in a variety of ways. Despite providing critical day-to-day duties, administrative assistants employed in higher education lack mentorship and are underpaid and overworked, contributing to job dissatisfaction. Counter to these demotivators, administrative assistants build and sustain rewarding relationships with students and peers. To better increase job satisfaction and retention of administrative assistants, higher education leaders should consider the following findings of this qualitative study using Herzberg’s Two-Factory Theory: lack of training and mentorship, being overworked and underpaid, and building relationships, all contribute to job satisfaction for administrative assistants in higher education in the United States.

Afghans are one of the largest groups of refugees in India and are recognized and protected by UNHCR. Though UNHCR aids them with educational assistance, there still is high dropout rate from school to higher education owing to the high opportunity cost of completing their education. Most of them get absorbed in informal sector in order to support their families. Yet, there are other few, who tend to pursue higher education in order to have an upward social and economic mobility. The aspect of higher education has largely been ignored in the existing literature on refugee studies. The chapter tries to explore the experience of Afghan refugees in higher education in Delhi. The experiences of refugee students in higher education are guided by a number of factors including previous schooling experiences, cultural and language differences, social baggage, financial provisions, etc. The chapter tries to detail out these factors by undertaking case studies of 17 Afghan refugee students in higher education in Delhi by conducting an in-depth interview from August 2019 to January 2020.

A full understanding of the relationship between higher education and common prosperity is of great importance for effectively exerting the positive role of higher education and promoting the realization of common prosperity. China attaches great importance to the development of higher education and sees it as the key to building a leading country in education. However, to date, detailed discussion of how higher education promotes common prosperity is relatively limited, so this chapter is devoted to further deepening the understanding of the relationship between higher education and common prosperity. The typical paths of China’s education for poverty alleviation and the contribution of higher education include improving higher education opportunities for children in poor areas; with the technological advantages, higher education efficiently and conveniently extends high-quality courses and teaching resources to universities in under-resourced areas; the implementation of education pairing assistance in higher education; higher education contributes to industry-based poverty alleviation. The discussion in this chapter will contribute to a more comprehensive understanding of the relationship between higher education and common prosperity and provide new insights for further deepening research in this field. Achieving common prosperity through higher education is a long-term process in both theory and practice.

This paper is a review protocol that will be used to identify, critically appraise and synthesize the best current evidence relating to the use of teaching portfolios for educators in further and higher education. While portfolio use as a means to assist students in further and higher education has undergone extensive research and review, their use as a tool to assist educators has yet to receive systematic attention. Reviews conducted on studies related to portfolio use and undergraduate students have suggested that a teaching portfolio may have a benefit for educators in higher education as a means to provide relevancy and focus to their teaching. The objectives of the review are to evaluate how a teaching portfolio assists educators in teaching and learning; to evaluate the effects of maintaining a teaching portfolio for educators in relation to personal development; to explore the type of portfolio used; to determine whether a teaching portfolio is perceived more beneficial for various grades and professional types; and to determine any motivating factors or workplace incentives behind its implementation and completion. A search of the following databases will be made: MEDLINE, CINAHL, BREI, ERIC and AUEI. The review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research. The review will offer clarity and direction on the use of teaching portfolios for educators, policymakers, supervisory managers and researchers involved in further and higher education.

Designing an intuitive user interface for virtual assistants in higher education presents several challenges, chief among them being natural language understanding, virtual assistant customization, user-centered design, integration with existing technology, and consideration of the educational context. The success of virtual assistants in higher education depends on the ability of designers and developers to understand the needs and preferences of users and their ability to design intuitive and effective user interfaces that enhance the learning and teaching experience. To address the challenges in designing intuitive user interfaces for virtual assistants, various methods can be used, such as creating a natural language-based user interface, including visual elements, and designing a custom user interface. and adaptable.

PurposeChange is the operative word in higher education; as roles shift, classrooms are reinvented, and content becomes increasingly more accessible. At the core of these changes is the pervasiveness of learning technology. This papers aims to propose a model for the selection and adoption of emerging learning technologies to enhance learning within the context of higher education.Design/methodology/approachHigher education institutions are resorting to the deployment of learning technologies to address the demands of the twenty-first century learners and to ascertain their competitiveness. This paper draws from the literature to provide a model, composed of five key characteristics of learning, to support the selection and adoption of emerging learning technologies.FindingsThe model posits that the attainment of each of these five characteristics, personalised, ubiquitous, collaborative, lifelong and authentic needs to be supported by corresponding technologies: adaptive learning technologies, artificial intelligence, mobile technology, social technology, massive open online courses, virtual and augmented reality, gamification and the Internet of Things.Originality/valueHigher education is progressively being displaced from the traditional classroom, and as it progresses towards online settings, it requires the support of technology to facilitate that transference. In examining the potential of future learning technologies, this paper contributes to a growing body of research that focuses on the benefits of technology within higher education and assists educators in the selection and adoption of the most relevant technologies.

The specific aspects of the education system of Ukraine and China are considered and analyzed. It is noted that the growing intellectualization of the economy is one of the important modern criteria, which is reflected in the requirements to increase the quality of education. From this point of view, the study of China’s experience in the educational sector is relevant as it promotes the search for improvement of the existing educational model in Ukraine. A comparative description of the age criterion of the stages of the educational process in Ukraine and China is presented. From this point of view, there are the following links in the education system in two countries: pre-school education, elementary education, secondary education, higher education, adult education. Mechanisms for obtaining each level of education in two countries are revealed. The forms of educational institutions ownership and fees for educational services, terms of education, types of educational institutions of each level, statistics on the coverage of pre-school education, the number of children, educators and assistant educators in groups of kindergartens, pupils and teachers in classes, school regimen, grading scale, the lesson duration, the only state examination for admission to higher education, the conditions for admitting university entrants to institutions of higher education are revealed. It is also noted that there is an acute problem with the provision of teaching staff with higher education in China preschool institutions and this issue is systematically and purposefully solved by the state. The article analyzes the three top rankings of the best institutions of higher education in the world educational market in the context of the quantitative component of Ukrainian and Chinese universities representatives. The indexes for which the universities were evaluated and the world top universities’ rating was created. The authors made a conclusion that only six institutions of higher education of Ukraine have world-class recognition, and two of them meet international standards of preparation of skilled workers. The authors based the position that China is one of the leaders in providing quality educational services, and therefore it is expedient to study the organization, content, forms and methods in the Chinese universities for the purpose of implantation of constructive experience in the educational system of Ukraine.

This study investigates the case of the U.S. China Medical Board (CMB) educational assistance to Kyungpook National University (KNU), School of Medicine from 1953 to 1974 and analyzes its implications. Higher education and medical education have been centered in Seoul since the time of liberation, and the majority of educational support has remained within this framework. From 1953 to 1974, the CMB of the Rockefeller Foundation provided educational assistance to the KNU School of Medicine in Daegu, which was unusual under the circumstances. This study will concentrate on KNU and examine the development of educational assistance. The first period of CMB support for KNU lasted from 1953 to 1965, while the second lasted from 1966 to 1974. The budget for the first half was allocated to the reconstruction of medical education after the Korean War. In contrast, the budget of the second half was allocated to research grants to assist KNU in becoming a research-focused medical school. The case of the suspension and resumption of CMB’s aid to KNU in 1960-1961 due to a school strike will be used to illustrate the relationship between CMB's educational assistance and the U.S.-led Cold War order.

British bi-lateral assistance to education: How much, to whom, and why?