Academic Policies Research Articles

Returning to Reach Higher: Exploring the Perceptions and Lived Experiences of Adult Learners Pursuing Bachelor's Degrees

As adult learners increasingly seek bachelor’s degrees for career advancement and personal fulfillment, understanding their unique challenges and experiences becomes crucial for higher education institutions. This study focuses on the academic journeys of nine adult learners aged 29 to 53 who attended community colleges in Florida before seeking a bachelor's degree at one of Florida's public universities. Using Schlossberg's (1989) Transition Theory and Weiner's (1972) Attribution Theory as frameworks, this study examines participants' perceptions of the situational and dispositional experiences that impact their pursuit of a bachelor’s degree. The results revealed narrative themes categorized as learning curves, demotivating experiences, and influential factors, including balancing multiple responsibilities, overcoming financial aid policy constraints, and the need for strong support systems to sustain their academic persistence. This study highlights the resilience and determination of adult learners in achieving their educational goals despite challenges. The findings offer practical insights and recommendations for higher education practitioners to better support adult learners in undergraduate programs, emphasizing the importance of tailored student services and flexible academic policies that support their retention.

Student Burnout and Mental Health in Higher Education During COVID-19: Online Learning Fatigue, Institutional Support, and the Role of Artificial Intelligence

The COVID-19 pandemic significantly disrupted higher education. The sudden and profound transformations it necessitated had a direct and negative impact on higher education students, as evidenced by the widely reported instances of academic disengagement, decreased motivation, and lower performance. This was often due to student burnout caused by financial instability, mental health struggles, social isolation, and online learning fatigue. This qualitative narrative review, which analysed 38 peer-reviewed articles and adheres to SANRA, explores this burnout phenomenon, delving into learners' challenges during the pandemic, how their educational success was affected, and the universities’ strategies to mitigate the negative consequences. Understanding the link between burnout and academic success is crucial, as it will help inform future policies aimed at enhancing student resilience and learning outcomes. This review found that flexible academic policies, hybrid learning models, and mental health support services helped alleviate some of the challenges faced during the pandemic. In addition, AI-based tools such as chatbots and academic aids provided scalable emotional and academic support, particularly in online environments where traditional structures were limited. However, the long-term academic implications remain uncertain, despite the use of these learner management strategies to mitigate stress. Findings underscore the importance of continued research on sustainable digital and institutional support systems, including the integration of AI, in post-pandemic higher education.

Academic Misconduct in CRNA Programs: A Causal-Comparative Analysis of Student and Faculty Perceptions

Significance & Aim: The purpose of this quantitative, causal-comparative study was to identify whether there is a difference between student and faculty perceptions of academic misconduct in advance practice registered nurse (APRN) education, with a specific interest in Certified Registered Nurse Anesthetist (CRNA) education. The findings of this study may aid in the strategic management of academic policies and enforcements. Methods: The study took place at a single private university in Texas which houses six graduate-level APRN programs. The sample size consisted of 92 students and 42 faculty. The Exams and Assignments Scale was used as an instrument for both groups and anonymous data was collected using an online survey platform. Statistical analysis took place using an independent samples t test. The results show that there is a statistically significant difference in the perception of academic misconduct between student and faculty. Specifically, students regard instances of academic misconduct as more severe than faculty. Results: The conclusions were that students and faculty were dissimilar in their perception and severity of instances of academic misconduct. Based on these findings, it is recommended that faculty and administrators who are involved in CRNA education develop and follow strong curriculum, guidelines, and policies that help to bridge the gap of perception of academic misconduct. Suggestions for future research include performing similar studies with larger sample sizes in a variety of settings and institutions.

Adapting new norms: A mixed-method study exploring mental well-being challenges in dental technology education.

The present study, grounded in the Stress-Adaptation-Growth theory, aims to explore the mental well-being among dental technology students during the post-pandemic period. A mixed-method approach was employed among undergraduate dental technology students in Malaysia. The Depression, Anxiety, and Stress Scale (DASS-21) was adapted and modified for dental technology students. The content of the questionnaire was validated by two experienced faculty experts. Construct validity and internal consistency were measured. An online survey was created using Google Forms and disseminated to 10 Bachelor of Dental Technology (BDT) students. Meanwhile, qualitative data were obtained through one-on-one semi-structured interviews, employing a phenomenology approach and thematic analysis to explore students' experiences in the new educational landscape. All students answered the survey, predominantly females. Prevalence of depression (60% normal, 10% mild, 30% moderate), anxiety (30% normal, 30% mild, 10% moderate, 10% severe, 20% extremely severe), and stress (70% normal, 10% mild, 10% moderate, 10% severe) was reported. Qualitatively, three major themes emerged: "Problems with adaptations", "Anxious about returning to campus", and "Concern about the future". The first theme included sub-themes: "Difficulties in transitioning to hybrid learning" and "Disruption in study-life balance". The second theme had four sub-themes: "Fear of being infected", "Fear of being stigmatized", "Increased vigilance in personal safety measures", and "Confusion about standard operating procedure". The third theme included sub-themes: "Fear of another lockdown" and "Concerns about timely completion of academic requirements". This study highlights the complex mental health challenges dental technology students faced post-pandemic, underscoring the need for flexible academic policies, global collaborations, and targeted strategies to support their resilience and well-being.

Why Students Opt for Agriculture as a Discipline: Insights from Rajasthan, India

Agriculture plays a vital role in food security, rural livelihoods, and economic development. Understanding why students choose agricultural education is crucial for shaping academic policies and workforce strategies. This study examines the key factors influencing undergraduate students in Rajasthan to pursue agriculture, focusing on career opportunities, financial expectations, self-interest, social influences, and external guidance. Despite the increasing demand for skilled agricultural professionals, research on students' motivations for enrolling in agricultural programs remains limited. Existing studies often overlook specific reasons that attract students to this field. This study addresses this gap by providing empirical insights into students' aspirations and expectations regarding agricultural education. A structured questionnaire survey was conducted in 2025 among 200 final year undergraduate agricultural students across various districts of Rajasthan. A random sampling technique ensured diverse representation. Data were collected on students' backgrounds, motivations, and perceptions of agricultural education. A three-point Likert scale (Agree, Neutral, Disagree) was used to assess responses, and descriptive statistical methods, including percentages, mean scores, and ranking, were applied to analyse the data. Results indicate that better career scope (83.50 per cent), self-interest (79.00 per cent), and the desire to improve farmers' livelihoods (79.00 per cent) are the primary motivators for choosing agriculture. Parental advice (63.50 per cent) and high earnings expectations (59.50 per cent) also play a significant role, while teacher’s guidance (54.00 per cent) and social status (52.00 per cent) have a moderate impact. Coaching’s influence (29.00 per cent) is the least significant factor. To support students, policymakers and educational institutions should enhance career counselling, expand skill development programs, and promote entrepreneurship in agriculture. Strengthening job opportunities, financial support mechanisms, and exposure to modern agricultural practices can encourage more students to pursue agriculture, ensuring a skilled workforce for the sector’s sustainable growth.

Comparative education in Indonesia: an exploration into service providers, contents and methods of delivery

PurposeThis article examines how CE in Indonesia has been practiced, what are the ideological perspectives for the selection of the practices and what cost-benefit effect they carry to the field as a scientific praxis.Design/methodology/approachIn this study, various dimensions are taken into consideration. At the geographic-locational level, the study collected information from the main geo-political regions of Indonesia: west (13 institutions) and central (6 institutions). We have identified universities in east Indonesia but none of the websites could be probed deeper into curricular structures, syllabi and teaching materials of the departments. On the demographic dimensions, the study could identify dominant student backgrounds from the location of the universities: status (private, public, Islamic and nationalistic), ethnicity (institutions dominated by Malays, Javanese, Balinese, Sundanese, etc) and religion (Islam-owned (5) and state-owned (14)). While these figures do not represent the complexity of educational dimensions in Indonesia, they will be sufficient for an explorative study of CE practices in Indonesia. Data were collected by downloading policy documents (academic policies and curricular structures), teaching-related documents (curricula, semester programs/syllabi, lesson plans, learning materials, online courses, textbooks and course assignments) and student assignments (student-made power-point slides, published and unpublished papers, student articles and theses) and academic documents (lecturer-published articles and lecturer-made power-point slides). More than 19 policy documents were used to track down any CE courses or units being offered at the institutions and 10 documents from each subtype of teaching-related and academic documents. We believe that these documents will be sufficiently representative for exploration of CE practices in Indonesia. In addition to document collection, data were also collected by distributing questionnaires, interviewing key informants (heads of departments, field experts, course lecturers, students and alumni) and observation of online courses. Questionnaires were also electronically distributed to the conveners and the student participants of the courses. Online interviews were conducted to course conveners and students. Focused group discussions involved officials, lecturers, students and alumni of the departments. The data were analysed using content analysis with Microsoft Excel functioning as data coding and analysis instrument.FindingsThe article looks at how Indonesia CEs have been practiced, what ideological perspectives have been used for the selection of the contents and the practices, and what effect that the practices might carry to the field of CE as a scientific praxis. But, let us be clear with the institutions where CE is offered.Research limitations/implicationsThe research was limited in terms of data as it is based mainly on online materials. Collecting printed materials at institutions where CE is taught would yield more relevant data.Practical implicationsThe result of the study would be beneficial for improvement in the current practices of CE in Indonesian contexts.Social implicationsCE is a new field of study in Indonesia and the article can open up more interest in the field of study creating a new job opportunity for young generations of Indonesia.Originality/valueThe work is 100% original and no parts of the study have been published elsewhere.

A DISPUTA LINGUÍSTICA NO ENSINO SUPERIOR E O IMPACTO NA FORMAÇÃO DOCENTE EM TIMOR-LESTE

The language policy of Timor-Leste has been one of the most controversial topics in the country’s educational and academic landscape. Since the reintroduction of Portuguese as an official language in 2002, its implementation in higher education has posed institutional, pedagogical, and sociocultural challenges. Despite recent legislation mandating Portuguese as the primary language of higher education, resistance persists among academics, teachers, and students, who argue that the labor market prioritizes English and Indonesian. The debate intensifies with concerns that language policies favor Portuguese over Tétum, raising questions about the balance between the two official languages. This article critically analyzes the linguistic dispute in Timorese higher education, considering its impact on teacher training, education quality, and graduate employability. The research follows a qualitative approach, based on bibliographic review and documentary analysis of current educational and academic policies. The findings indicate that linguistic fragmentation in universities compromises equal access to education and exacerbates social inequalities. Thus, strategies are proposed to reconcile the promotion of Portuguese with the realities of the national sociolinguistic context, such as structured bilingual education programs, enhanced teacher training, and the development of Portuguese-language academic materials adapted to Timor-Leste’s reality.

Exploring Academic Stress Among Student Athletes Challenges and Coping Mechanisms

This study examines the academic stress experienced by 135 student-athletes at the Nueva Ecija University of Science and Technology (NEUST) during the 2023-2024 academic year. It aims to identify the sources of stress and assess their effects on academic and athletic performance. This study used a mixed-methods approach, combining quantitative surveys to explore factors like time management issues, academic performance, financial concerns, teacher-related factors, and social pressures, with qualitative interviews conducted with 20 student-athletes to gather personal insights. The findings reveal significant stressors include time management challenges, academic struggles, financial insecurity, lack of teacher flexibility, and social expectations. Common issues include difficulty adjusting schedules for unexpected events, neglecting academic support, and feeling pressure from family, peers, and coaches. The results highlight the need for structured interventions, such as improved time management resources, academic counseling, financial support, and more flexible academic policies. A holistic approach to addressing these stressors is vital to the academic and athletic success of student-athletes, ensuring a balanced approach to their dual responsibilities. The study emphasizes the importance of creating a supportive environment that fosters student-athletes well-being, improving their academic performance and athletic achievements.

The Perceived Impact of University Sport Engagement on Staff and First-year Undergraduate Students: An Exploratory Study

This research investigated the perceived impacts of university sports engagement on first-year undergraduate students from both student and staff perspectives, employing a mixed-methods approach of qualitative interviews and quantitative surveys. It examined how sports participation affects academic performance, time management, social interactions, and emotional development. Findings revealed conflicting views on time management; students in general saw sports as motivational, while staff identified potential distractions for scholarship athletes. Staff expressed concerns about recreational athletes, but students reported increased confidence and academic engagement from sports. Notably, sports positively influenced social interactions and emotional well-being, fostering a sense of belonging. The study underscores the need for enhanced support systems, including tailored advising and flexible scheduling, to help students balance commitments. It highlights the importance of community in first-year adjustments and calls for ongoing improvements in support structures and academic policies. A recommendation made was that future research should focus on the long-term impacts of sports on academic and career outcomes to inform higher education policy development.

School-Related Factors Influencing KCSE Performance in Public Secondary Schools in Samburu County

This study aimed to examine the school-related factors influencing students' performance in the Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Samburu County, with a focus on understanding the challenges in nomadic pastoralist areas. Despite improvements in Kenya’s secondary education sector, including increased enrollment and infrastructure development, academic performance in Samburu County remains consistently low. The average KCSE score for the period 2001–2010 was 4.4 (D+), far below other regions like Nairobi, indicating significant educational challenges. The study employed a mixed-methods approach, collecting data through structured questionnaires from Form 4 school leavers and high school principals. The research specifically focused on school-related factors such as the existence of academic performance policies, school facilities, and school fees, and their impact on KCSE performance. Data was analysed using means, frequencies, and p-values to identify significant factors. The study identified inadequate learning resources, such as libraries and laboratories, and the absence of academic performance policies as the primary school-related factors influencing poor KCSE performance. Inadequate physical facilities and limited educational exposures were also identified as contributing factors, though to a lesser extent. The study concluded that the lack of essential school resources and academic policies are key school-related barriers to improved KCSE performance in Samburu County. The study recommends that schools enhance academic performance policies, improve resource availability, and increase educational exposures. Additionally, the study suggests further community development initiatives to support educational access and improvement for students in nomadic pastoralist regions.

Effect of Samskara initiative of National Commission for Indian System of Medicine on postgraduate scholars: An experience at All India Institute of Ayurveda, Delhi

The Samskara -PG Orientation Program, initiated by the National Commission for Indian System of Medicine, aims to equip newly admitted Postgraduate (PG) scholars with the essential skills, knowledge, and attitudes required for academic and professional success. This program was held at the All India Institute of Ayurveda, Delhi, for an 18-day program, from November 12, 2024, to December 2, 2024, wherein 85 admitted PG scholars from 12 PG specialties of the 2024–2027 batch participated. The 18-day program included 95 h in 83 sessions delivered by over 50 experts on various aspects such as academic policies, research methodologies, career opportunities, and professional development. To assess the program’s effectiveness, a pretest and posttest comprising 50 multiple-choice questions were administered. Results showed improvement in scholars’ knowledge, with the mean score increasing from 28 in the pretest to 36 in the posttest. Majority of the students exhibited improvements ranging from 1% to 20%, reflecting the program’s effect. Limitations included the small sample size from a single institution and the short duration of the evaluation, which may not capture long-term knowledge retention. Recommendations for future improvements include the development of standardized evaluation tools across institutions, longitudinal follow-up studies, and enhanced mentorship programs. The current observations infer that the Samskara initiative influenced PG scholars in their academic journey, contributing to the holistic development of future professionals.

Influencing Factors on Student’s Willingness to Embrace Cloud Computing: An Empirical Study in Sri Lanka

Cloud computing is an important factor in the realm of information technology; however, its adoption by individual users and students remains insufficient. This paper examines the elements that affect students’ intention to use cloud services, addressing a gap in the literature that predominantly focuses on business customers. A structured questionnaire was given to 347 respondents in order to test a model based on the Theory of Planned Behavior (TPB) and the Technology Acceptance Model (TAM). Descriptive analysis, principal component analysis, and Structural Equation Modeling (SEM) were employed to infer the results. The findings indicate that perceived usefulness, perceived behavioral control, subjective norms, and attitudes toward cloud computing all exert a direct influence on students' intention to utilize cloud computing. It was found that behavioral intention was indirectly influenced by perceived ease of use, perceived transferability of computer skills, and trust in cloud computing providers. Additionally, perceived risk was directly affected by concerns related to vendor lock-in and security. Attitudes toward cloud computing were directly shaped by perceived usefulness, which, in turn, was indirectly influenced by ease of use, transferability of computer skills, and trust in providers. Furthermore, the results suggest that perceived usefulness acted as a fully mediating variable, whereas attitudes toward cloud computing served as only a partial mediator. As policy implications, the paper suggests that academic policies should enhance students' intention to adopt cloud services by emphasizing the practical benefits of cloud computing, enhancing user-friendliness, promoting digital literacy, ensuring data security and transparency, and fostering positive attitudes toward cloud technologies.

Institutional Barriers to Inclusive Assessment for Students with Special Needs in Indian Higher Education

This study examines the institutional barriers to implementing inclusive assessment strategies for students with special needs in Indian higher education. Given the crucial role of inclusivity in educational equity, this research aims to identify and analyse the systemic hindrances that restrict the practical application of inclusive assessment methods in universities across India. The objectives of this study are twofold: firstly, to explore how institutional policies, resource allocation, and faculty awareness affect the inclusion of students with special needs; and secondly, to propose actionable strategies that can mitigate these barriers. The methodology employed consists of a mixed-methods approach, integrating both qualitative and quantitative data. Surveys were distributed to faculty members and administrators across multiple universities to assess their perspectives on and experiences with inclusive assessments. Additionally, in-depth interviews were conducted with selected stakeholders, including policy-makers, educators, and students with special needs, to gain a deeper understanding of the institutional challenges. Findings indicate that significant barriers include inadequate faculty training on special needs, limited financial resources dedicated to inclusive education tools, and inflexible academic policies that do not accommodate diverse learning requirements. Moreover, a general lack of awareness and understanding of special needs among university staff exacerbates these challenges, leading to insufficient support for implementing effective inclusive assessment strategies. The study concludes with recommendations for enhancing faculty training programs, revising institutional policies to be more accommodating, and increasing funding for resources necessary for inclusive education. These strategies aim to foster a more supportive and equitable educational environment for all students, regardless of their special needs.

Social Factors Associated with Mental Health Status Among Undergraduate Students of Medical Science in Nepal

Medical education is inherently demanding, often impacting the mental well-being of students. This study investigates the social factors associated with mental health status—specifically depression, anxiety, and stress—among undergraduate students of medical sciences in Nepal. To explore how sociological determinants such as academic pressure, social support networks, socioeconomic background, and interpersonal interactions influence mental health outcomes in students at Maharajgunj Medical Campus, Kathmandu. A quantitative cross-sectional study was conducted among 210 undergraduate MBBS students, selected through simple random sampling from a total population of 429 students. Data were collected via a semi-structured, self-administered questionnaire disseminated through Google Forms. Mental health status was assessed using the globally validated DASS-21 scale, while socio-demographic and academic data were also gathered. Findings revealed that academic stress is a primary contributor to increased levels of anxiety and depression, consistent with Structural Functionalist interpretations of institutional pressures. Students lacking robust social support networks reported higher stress levels, emphasizing the relevance of Social Support Theory. Moreover, Conflict Theory helps explain the disproportionate mental health burden among students from lower socioeconomic backgrounds, particularly those from rural areas, who face challenges adjusting to urban academic settings. Symbolic Interactionism highlights how perceived stigma, and negative social interactions further deteriorate mental well-being. Sociological determinants play a significant role in shaping the mental health status of medical students. Interventions should prioritize strengthening peer and institutional support systems, addressing academic workload management, and combating mental health stigma on campus. Special attention is warranted for students from rural and underprivileged backgrounds, as well as female students, through targeted mental health services and inclusive academic policies. This study underscores the importance of a multidimensional approach that integrates sociological understanding to promote mental wellness in medical education settings.

Data Analytics in Informatics Education: Measuring and Improving Student Outcomes

Upon finishing a course or program in higher education, students are expected to have learned and demonstrated the specified learning objectives. Another way of looking at it is as the end goal of learning, specifically the knowledge and abilities that are meant to be acquired. Incorporated into the course material. The delivery of targeted learning experiences and the subsequent assessment of student progress are essential for achieving learning outcomes. In the absence of clearly defined learning objectives and outcomes, the implementation of a program is likely to be disregarded. As a result, the program's evaluation strategy should incorporate all of the declared findings. Evaluations of student work reveal both the strengths and places for growth in terms of knowledge acquisition. This report examines the academic policies and practises of Srinivas Institute of Management Studies in Mangalore. Topics covered include the college's explicitly stated learning outcomes and the methods used to make them known to students and staff, the efforts made by the institution to track and share students' progress and performance throughout the program, the analysis of students' results to identify any discrepancies, the structure of the institution's teaching, learning, and assessment strategies to help students achieve these outcomes, and the initiatives and measures taken to make the courses more relevant to society and the economy.

Analysing the impact of academic policies and interventions on research productivity in Indian library and information science

PurposeThis study seeks to examine the progression of research productivity and patterns among Indian researchers in library and information science (LIS). This study seeks to better understand the transition from intrinsic to extrinsic research motivation, focussing on the influential consequences of governmental interventions. Additionally, the study aims to assess the effects of government regulations, such as University Grant Commission (UGC) guidelines and initiatives like National Institutional Ranking Framework, IQAC (An Internal Quality Assurance Cell) and UGC-CARE (Consortium for Academic and Research Ethics), on academic autonomy and the cultivation of a “publish or perish. The goal is to determine the effectiveness of these policies in driving research output within the LIS domain in India by analysing the relationship between publishing policies and research output.Design/methodology/approachThe data were collected using the Scopus bibliographical database between 1976 and 2023 and yielded 2,853 records from 222 journals. To understand Indian researchers’ contributions to LIS, the dataset is categorized into three groups: Category A (all publications), Category B (excluding Indian journals) and Category C (excluding Indian journals and discontinued journals) to analyse trends over time. Statistical analysis was utilized using descriptive methods, t-tests, ANOVA and Pearson’s correlation and Microsoft Excel 2019 and Biblioshiny were used for visualization.FindingsThe study found a significant increase in top-tier journal publications, collaborative research and citations post-2010, corresponding with the adoption of UGC rules stressing publishing criteria for academic promotions. Library Philosophy and Practice emerged as the most chosen publishing source, while Delhi University and the University of Kashmir demonstrated outstanding research output. The study also emphasizes geographical discrepancies, the rise of newly established departments and a significant increase of authors publishing in different publications. Correlation analysis found strong connections between publication year, journal quartile, citations and author count.Research limitations/implicationsThe study acknowledges limitations, including potential biases in the Scopus database and search strategy adopted. The constraints might affect the applicability of the results. However, the insights acquired contribute to comprehending the dynamic research landscape in Indian LIS, guiding future research paths and academic policy decisions.Originality/valueThis study offers novel insights into the evolving dynamics of research productivity among Indian LIS researchers, elucidating the impact of government initiatives and academic policies. Examining patterns in publishing, preferences among academic journals and the behaviour of authors yields useful insights for policymakers, academic institutions and researchers seeking to improve research output and excellence in the field.

Academic exclusion of Health Sciences students in South African higher education institutions - A rationale for institutional policy and processes

Background. Academic exclusion is practised in many national and international higher education institutions (HEIs), significantly impacting students’ futures. Associated stress and anxiety remain a source of conflict between all role players. Reasons for, and the rationale behind, academic exclusion are complex and multifactorial. Objectives. To investigate and describe contemporary practices and core themes relating to academic exclusion by reviewing the academic policies and procedures in a sample of six South African HEIs within a health professions education context. Methods. A prospective, pragmatic design was followed. This involved simple content analysis of source documents to identify similarities and differences in approach to academic exclusion, including the rationale and potential implications thereof. Results. The rationale for exclusion remains multifactorial. The majority of institutions linked exclusion to continued poor performance and failure to complete qualifications within the maximum time. All institutions allowed for an appeal process; however, this differed significantly between institutions. Conclusion. There is a clear, defendable rationale for the exclusion, and practices that seek to prevent students from continuing should be guided by policies and procedures that are clear and contextually relevant. While the right to appeal exclusion is supported, arbitrary support for such appeals in the absence of merit defeats the aims, objectives and rationale for exclusion.

The Use of Google Translate in the Arabic-English Classroom

This study examines the uses, perceived quality, and ethical and policy considerations of the use of Google Translate (GT) among Saudi college students majoring in English language and translation, as well as on the part of their instructors. Using separate surveys for students and instructors, the findings indicate widespread use of GT by both students and instructors, who acknowledge its effectiveness for translation tasks. However, a misalignment exists between the actual use of GT and formal academic policies. Course specifications do not mention GT, and traditional dictionary use continues to be the primary focus of translation training. Most instructors have not integrated GT into their teaching activities nor provided guidelines or policies regarding its effective use, despite recognizing its benefits. The study concludes by discussing the pedagogical implications of these findings and suggests solutions for better integration of modern translation tools such as GT into the curriculum. The study highlights the gap between current academic practices and the real-world workplace, which has already integrated Machine Translation (MT) extensively. The study advocates for clear policies and for the structured teaching of MT to enhance the relevance and effectiveness of translation training in the evolving professional landscape.

Exploring the impact of publication limits on academic freedom and productivity: a qualitative study of Vietnamese EFL lecturers

ABSTRACT This qualitative study investigates the effects of a publication limit policy on the research productivity and academic freedom of Vietnamese English as a Foreign Language (EFL) lecturers. Amidst growing concerns over research quality and output, the Vietnamese academic sector has implemented a policy restricting the number of publications an academic can produce annually. This study aims to explore the ramifications of this policy from the perspectives of those directly affected – the lecturers themselves. Employing semi-structured interviews, the study engaged nine Vietnamese EFL lecturers from two institutions, representing three career stages: novice, mid-career, and near-retirement. The interpretivist paradigm guided the research, enabling an in-depth exploration of the participants’ subjective experiences and perceptions. Key findings revealed diverse impacts across career stages. Themes such as the perception of academic freedom, impact on research productivity, professional growth, research quality, methodology, and personal well-being emerged. The study found that while the policy aimed at enhancing research quality, it also posed challenges such as narrowed research focus, heightened stress, and the need for strategic adaptation in research practices. This research contributes to the discourse on academic policies, highlighting the need for flexible, supportive approaches that consider the diverse needs of the academic community.

Character-Based Digital Curriculum and Learning: A Case Study in Madrasah Ibtidaiyah and Elementary Schools

This study examines the curriculum and learning processes implemented at Madrasah Ibtidaiyah Pembangunan and Pembangunan Islamic Elementary School, focusing on integrating character values. Utilizing a qualitative research methodology, the investigation collects data through in-depth interviews, direct observations of classroom activities, and analyses of relevant documents, all aimed at gaining a deeper understanding of the educational practices at these institutions. The findings indicate that both Madrasah Ibtidaiyah Pembangunan and Bina Insani Elementary School exhibit distinctive learning characteristics that set them apart from other Islamic educational institutions. The academic policies at these schools have successfully embraced digital learning models that are closely aligned with character education. This approach effectively fosters essential character values among students, including a heightened sense of responsibility and a strong discipline regarding the appropriate use of information technology. The results suggest that the integration of digital learning with character education can substantially enhance the overall development of students within Islamic educational environments.