Access To Higher Education Research Articles

In China, where education is often viewed as a scarce resource, the fairness of its production and distribution is crucial for social development. While Massive Open Online Courses (MOOCs) are widely promoted as a solution to bridge the educational gap and increase accessibility in higher education, this thesis challenges this optimistic view. It argues that MOOCs do not fundamentally lead to a more equitable production and distribution of educational resources. Contrary to prevailing narratives, there is a lack of evidence proving that MOOCs do not exacerbate existing educational inequalities in China. To support this argument, the study first defines key concepts of MOOCs and educational inequity. It then employs a dual theoretical framework: utilizing Marxist thought to analyze how inequality is embedded in the content of MOOC courses themselves, and drawing on Bourdieu's theory of capital to demonstrate how capital influences the unfair distribution of these educational resources.

This article examines factors associated with wealth-based inequalities in higher education attendance at the national level. We draw on data from 99 countries to calculate two distinct country-level indicators for the extent of wealth-based inequality in higher education attendance, namely the dissimilarity index (D-Index) and the Human Opportunity Index (HOI). We then examine each indicator’s association with country-level factors using a series of regression models. We find that secondary completion rates, national wealth, economic inequality and the extent of political egalitarianism are all associated with wealth-based disparities in higher education access. However, there are important differences between indicators. Economic inequality is associated with disparities in access but not the level of overall access. In contrast, politically egalitarianism is associated with expanded educational access, but not wealth-based disparities alone. The study suggests that both economic and political equality are associated with higher educational outcomes. Yet, it also cautions that how we conceptualize and measure educational equity can shape our interpretations of the extent of a country’s educational equity.

Abstract This systematic review aimed at providing a comprehensive overview of conversations and voices of scholars on access, equity and quality in higher education (HE) in Africa. The systematic review employed a thematic analysis approach to synthesise findings from 38 selected sources. The review revealed that although some significant strides have been made to improve access, equity and quality of higher education in Africa, there are some challenges persisting with infrastructure, regional and spatial disparities, and privatisation. The review also revealed weak enforcement of quality assurance measures. Strategies for addressing these challenges include expanding public sector HE, deregulating the educational sector, promoting open and distance learning, implementing preferential admission policies and enhancing financial aid. This research provides valuable insights for policy makers, educators and stakeholders, fostering a collaborative approach to address challenges and promote holistic development in African higher education. Context and implicationsRationale for this studyThis review was done to identify the perspectives of African scholars on access, equity and quality in Africa's HE institutions.Why the new findings matterThe findings highlight patterns of focus on issues of access, equity and quality, and reveal gaps that need to be addressed to foster inclusivity and quality of HE in Africa.Implications for practitioners and policy makersFor practitioners, it offers broader insights into the need to adopt contextually centred and culturally relevant pedagogies to address the needs of diverse learners. For policy makers, it provides constructive insights on strategies to improve access and foster inclusive quality higher education. This study provides a status review or update to the African Union (AU) and Africa's ministers of education in relation to Agenda 2063 and the Continental Education Strategy for Africa (CESA) 2016–2025. With this information, the AU and ministers of education, and all stakeholders can collectively work to address the challenges of meeting the concrete steps and milestones set in these frameworks.

Dataset on Higher Education Access and Population Distribution in Seven Campuses in Colombia.

AI chatbots have the potential to facilitate students’ academic progress and enhance knowledge accessibility in higher education, yet learners’ attitudes toward these technologies vary amid AI-driven disruptions, with factors influencing acceptance remaining debated. The current study constructs an integrated model based on Technology Acceptance Model 3 (TAM3), an extension of the original TAM, incorporating factors including Self-Efficacy, Perceived Enjoyment, Anxiety, Perceived Ease of Use, Perceived Usefulness, Output Quality, Social Influence, and Behavioral Intention, to explore determinants and mechanisms influencing learners’ acceptance of AI chatbots. This addresses key challenges in AI-augmented learning, such as personalization benefits versus risks like information inaccuracy and ethical concerns. Results from the questionnaire survey analysis with 265 valid responses reveal significant relationships: (1) self-efficacy significantly predicts perceived ease of use; (2) both perceived enjoyment and perceived ease of use positively influence perceived usefulness; and (3) self-efficacy, perceived usefulness, and social influence collectively exert significant effects on behavioral intention. Measurement invariance tests further indicate significant differences in acceptance between undergraduate and graduate students, suggesting academic level moderates behavioral intentions. Findings offer principled guidance for designing inclusive AI tools that mitigate accessibility barriers and promote equitable adoption in educational environments.

Empowering Accessibility in Higher Education: The Assistive System for University Students with Visual Impairment

One of the most fundamental or the basic aspects of any dynamic and harmonious society is its vibrant “Higher Education System”. The Higher education sector is profoundly influenced by policy of liberalization. The national aspiration to establish “Knowledge Society” in the context of increasing globalization is based on the assumption that higher and technical education essentially empowers people with the requisite competitive skills and knowledge. Shaped by universal ideas on what works most effectively in the pursuit of excellence, the components of structured opportunity markets act as a powerful model that is gradually emerging. What is emerging is more a consumer-driven approach to enrollment management and capital gains of higher education investments. While intensive and rigorous efforts are underway to build well improved and productive higher education system, the policy mission cannot afford the inclusive character to lose sight of. The higher education, being a powerful tool to build knowledge-based society and a critical input underlying sustainable development, investment and policy efforts towards tertiary education and enrolment will go a long way in achieving extraordinary “Human Development Index”. “It is the primary responsibility of the State to provide the eligible with good quality higher education at a reasonable cost. There shall be no withdrawal of the state from the responsibility to provide the eligible citizens with good quality higher education at a very reasonable cost. The erstwhile state of Jammu and Kashmir has long been struggling with developmental challenges exacerbated by its geographical conditions and the conflict for the past 36 years. Characterized by its mountainous terrain, political sensitivities, remote access and cultural diversity; The state of Jammu & Kashmir faces unique strengths and challenges in ensuring inclusive access to higher education and employment opportunities which is critical for economic stability of the region. This study explores the disparities in higher education access and employability in the remote districts of Jammu and Kashmir (J&K), India. Despite efforts by governmental and non-governmental organizations, several challenges like socio-cultural, socio-economic, technological-digital access, educational and political challenges still persist. The present research identifies key barriers to development and proposes inclusive strategies to bridge the educational and economic divide, thereby enhancing future prospects for youth in the region. It highlights infrastructural, socio-political, economic, and digital barriers that impede academic progress and employment opportunities. Through qualitative insights and secondary data, the paper proposes strategies to enhance educational equity and employability among youth in these underrepresented areas.

Access to higher education is often hindered by curriculum gaps in secondary education, where misalignment between school curricula and university admission requirements leaves many students underprepared and ineligible for their desired programs. This qualitative study set out to explore ways in which curriculum gaps negatively impact students’ ability to meet admission criteria, aiming to highlight systemic challenges and propose solutions to bridge the divide between secondary and higher education. 4 teachers, 2 university administration officers, and 4 learners who seek entry into the university from different high schools were purposively sampled for semi-structured interviews and focus group interviews, and the data were thematically analysed in this study. The Critical Social Theory served as the lens through which this whole discussion in this study was addressed. The study identified significant misalignment between high school subjects and the prerequisites for tertiary education programs, particularly in STEM and professional fields. The study revealed that a lack of guidance on subject selection and inadequate preparation for standardised assessments further compound the problem, leaving students ill-equipped to meet competitive admission criteria. It is recommended that stakeholders address curriculum gaps that require systemic reforms, including aligning secondary education content with university requirements, improving career guidance, and equipping schools with adequate resources. These measures will ensure that all students have equal opportunities to access higher education and pursue their career aspirations regardless of background. The study contributes to existing literature on improving equitable access to higher education opportunities by addressing this issue. Keywords: Curriculum Gaps, Higher Education Access, Admission Criteria, Educational Inequality

This study analyzes education financing strategies to improve accessibility in Indonesian higher education. Equitable access to higher education is essential to support the nation's progress and reduce socio-economic disparities between regions. However, the high cost of education, the economic limitations of the community, and the impact of the Covid-19 pandemic have become major barriers for low-income groups to continue their studies at the tertiary level. This study uses a qualitative approach with a literature study method to identify and evaluate various financing strategies, such as scholarships, tuition assistance, student loans, subsidies, partnerships with the industrial sector, as well as community-based and philanthropic funding innovations. The results of the analysis show that a combination of various financing strategies from the government, private sector and the community is more effective in expanding access to higher education in an inclusive and sustainable manner. This study recommends the need for cross-sector collaboration, increased financial literacy, and strengthened regulation and transparency in the distribution of education funds to ensure that every individual has a fair opportunity to receive higher education and improve the quality of national human resources.

Background In the modern computer-driven economy, digital technologies have reshaped the distribution of opportunities and tasks in higher education. Objective Whether digital literacy and online social capital, as products of the digital age, serve as “equalizers” to promote equity by enabling individuals to improve their socioeconomic conditions/status, or function as “new barriers” that reinforce disparities due to the effects of established social stratification, is a core issue that needs to be explored. Methods Using a quantitative research design with a sample of 386 high school graduates recruited from a province in western China, this study explores the mechanisms by which digital literacy and online social capital affect access to higher education through multivariate logistic regression and group regression comparative analysis. Results The results reveal that digital literacy had a significant positive effect on access to higher education, and consequently this effect differed significantly by institution type and socioeconomic background. The study confirms that network social capital plays a mediating role between digital literacy and access to higher education. Conclusions These findings provide: first, empirical evidence for understanding inequality in education in the digital age and second, important insights for the development of digital policies to promote educational equity.

Introduction. In conditions of instability, regions face the problems of population outflow, declining quality of labor resources, and growing imbalance in the labor markets. The solution of these systemic problems is of strategic importance for maintaining human resources and national security as a whole. The development of effective mechanisms to ensure personnel security of the region is impossible without an objective assessment of its internal reserves on the basis of economic and mathematical modeling. Due to the relative novelty of the category “personnel security of the region” in the domestic scientific literature there are no studies on the data of the subjects of the Russian Federation on the relationship between the indicators of technological and socio-economic development with the indicators of personnel security, which limits the possibility of developing sound recommendations for the management of regional systems in the context of modern personnel and demographic challenges. The purpose of the article is to assess the impact of socio-economic and technological factors on the elements of personnel security of the region. Materials and Methods. The research material was statistical data on socio-economic and technological development of 85 subjects of the Russian Federation for the period from 2017 to 2022. The main method of work is regression analysis. The method of end-to-end regression and panel data methods with fixed and random effects were used. Based on the literature review, we selected dependent variables – elements of human resources security (wages, unemployment rate and the number of the outgoing population) and formulated six hypotheses about the relationship between these variables and technological and socio-­economic factors of regional development. Results. The hypotheses about the positive relationship between investment in fixed capital, introduction of technological innovations and wages; about the negative relationship between the factors of socio-­economic and technological development and unemployment; about the positive relationship between the number of crimes and unemployment; about the negative relationship between the factors of investment, accessibility of higher education and the number of outgoing population were confirmed. The hypotheses about the relationship between the elements of personnel security and the factors of education accessibility were partially confirmed. Discussion and Conclusion. The elements of personnel security are mainly influenced by socio-economic factors, while no significant relationship between technological factors and elements of personnel security was revealed. The obtained results expand the theoretical and empirical base of research on the factors of personnel security of regions, socio-economic and technological development; they will be useful in terms of making complex decisions in the field of investment, innovation and socio-economic policy to ensure personnel security of the region.

Inequality in higher education in Morocco is a rising concern for policy circles as the distribution of opportunities and benefits is unequally distributed across lines of socio-economic stratification. This study explores the dynamics of access and participation in Moroccan higher education to scrutinize how the current configuration of the system generates unequal conditions. The study is particularly concerned with the exploration of how state-funded higher education in Morocco provides conditions for structural fairness and equality of opportunity; how the choices of higher education students in free-access and limited-access institutions integrate with their personal agency, aspirations and life plans, and finally the exploration of the reciprocal interrelationships between access and participation in higher education and capability deprivation. To achieve these objectives, a sample of (n= 262) higher education students from free-access (n=164) and regulated-access institutions (n=98) have been surveyed using a Relative Autonomy Index (RAI) questionnaire to measure their agency and empowerment levels in the enation of choices about higher education access and participation. The RAI developed by Deci and Ryan and refined in the context of human development and wellbeing by Alkire and Chirkov (2007) has been used to measure agency, autonomy and empowerment in higher education. An analysis of variance (ANOVA) has been used to analyze group differences to scrutinize inequalities in conditions and outcomes in Moroccan public higher education institutions. The results of this study indicate clearly that students in limited access institutions enjoyed significantly higher levels of freedom and opportunity to enact meaningful choices in their higher education pathways. In other words, they have higher levels of personal agency as a result of their expanded opportunity sets.

Physical accessibility is a human right constituted in legal regulations, which mandates guaranteeing inclusive and equitable spaces in higher education, aligning with the Sustainable Development Goals, especially with goal 4, which guarantees inclusive and equitable quality education, goal 10, which aims to reduce inequalities by promoting the inclusion of people with disabilities, and goal 11 which seeks to create sustainable and accessible environments. University centers must adhere to the strict principles of universal accessibility to ensure that all individuals, regardless of their abilities, can navigate and use their facilities independently and safely. In this context, the objective of this article is to evaluate the physical accessibility of an Ecuadorian university’s campus, identifying barriers that limit the full inclusion of university students with disabilities. For this purpose, an ad hoc instrument was applied based on the guidelines of national and international regulations on accessibility. The evaluation was conducted in one of the buildings with the highest student concentrations in Quito, Ecuador. It is concluded that the campus has made significant progress in implementing accessibility, although it is necessary to make important changes, as almost half of the evaluated elements are barely accessible.

Abstract The evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well‐being. Recognising this gap, the well‐being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in‐situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one‐month reflective follow‐up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students.

The present study investigates students’ perceptions of the implementation of blended learning at Universitas Negeri Makassar. Utilizing a mixed-methods design, data were collected from 60 students through questionnaires and semi-structured interviews. Quantitative findings indicate that blended learning fosters autonomy in managing learning time, with 58% of respondents strongly agreeing and 25% agreeing. Additionally, 50% strongly agreed and 25% agreed that the model supports independent learning. A majority of students also found learning materials to be easily accessible online (47% strongly agree, 30% agree). However, only 37% of respondents strongly agreed and 33% agreed that they felt comfortable participating in online discussions, suggesting some degree of communication challenges. While student–lecturer interaction was perceived as generally well-maintained, it did not receive ratings as high as other aspects. Qualitative data further supported these findings, revealing that blended learning enhances learner independence and digital competence, yet also highlighting the need for strategies to promote more meaningful interaction. Overall, the study confirms that blended learning contributes to greater flexibility and accessibility in higher education but calls for more interactive approaches to strengthen student lecturer engagement.

Purpose: Higher education plays vital role in socioeconomic development and innovation, providing individuals with opportunities to enhance their knowledge, skills and career prospects. In Pakistan the quality of higher education remains a persistent concern due to a range of social and educational challenges that limit its accessibility and effectiveness. Despite efforts to improve the higher education sector, many university students in Pakistan continue to face barriers that effect their learning atmosphere, engagement and academic performance. Understanding these challenges from students’ perspective is crucial to identify gaps and meaningful reforms. The purpose of the study was to investigate the educational challenges and social challenges impacting the quality of higher education in Pakistan Design/Methodology/Approach: This was quantitative research which employed descriptive research design. Findings: The results revealed that educational challenges perceived by students were: outdated curriculum, teacher behavior, and traditional methods of teaching, lack of student support services and research work. They perceived nepotism, political interference, access, equity and socio-cultural norms as social challenges that impact the quality of higher education in Pakistan. Implications/Originality/Value: So it is recommended that regular training of teachers, availability of students’ support services, revision of curriculum, provision of funds for research work, and ensuring equity and access of higher education may contribute in raising quality of higher education in Pakistan.

The purpose of this study is to analyze gender dynamics in access to higher education in remote areas of Indonesia, focusing on structural barriers, cultural constructs, and community adaptation strategies. The research method uses a qualitative approach with a systematic literature review of publications from 2014-2024 from various electronic databases including Science Direct, Scopus, Google Scholar, and Web of Science. Data analysis was conducted through a thematic approach that integrates an intersectional perspective to understand the complexity of gender issues in the context of higher education in remote areas. The results reveal that structural barriers include limited technological infrastructure, inaccessible financing systems, and institutional biases that create multiple disadvantages for communities in remote areas with different impacts based on gender. Cultural constructs regarding traditional gender roles interact with geographic and economic factors to create different expectations and limitations for women and men. Communities in remote areas develop innovative adaptation strategies including informal mentorship systems, community support networks, and the collective use of digital technology to overcome barriers to accessing higher education. The findings demonstrate the need for a multidimensional approach that integrates structural interventions with community empowerment to achieve gender equality in access to higher education in remote areas.

This article explores the impact of the landmark Supreme Court case, Brown v. Board of Education , on higher education access with a specific focus on Historically Black Colleges and Universities (HBCUs). Drawing upon historical, legal, and social science research, the article examines the historical context surrounding the case, its implications for desegregation in higher education, and the subsequent challenges and successes HBCUs face in fostering equitable access.

This paper explores the adoption of e-learning in Zimbabwe's higher education, examining the opportunities and challenges associated with its implementation in the teaching and learning process. The paper was grounded in a systematic review approach, which provides a holistic view of the issue under investigation. In this regard, the PRISMA 2020 checklist ensured transparency and consistency in selecting the 60 papers from databases (Scopus, DOAJ, DHTE, WoS, Scielo SA, and IBSS). In addition, this approach ensured that all the crucial aspects of the issue under investigation were included in the analysis and discussion. The paper highlights e-learning as a concept and its process in the context of higher education. It also articulated a multifaceted approach that can be employed to enhance the adoption of e-learning in higher education. This led to the interrogation of the potential of e-learning to enhance accessibility, reduce costs, and improve educational outcomes. However, it also identifies significant barriers, including limited internet connectivity, inadequate technological infrastructure and resistance to change from both lecturers and students. In conclusion the adoption of e-learning in Zimbabwe's higher education presents both significant opportunities and notable challenges. To unlock the full potential of e-learning, policymakers, educational institutions and stakeholders need to collaborate in addressing these challenges. Ultimately, with the right approach, e-learning can play a transformative role in improving the quality and accessibility of higher education in Zimbabwe, contributing to broader educational socio-economic development targets.

IntroductionThe regional disparity in higher education access can only be met when there are strategies for sustainable development and diversification of the economy, as envisioned in Saudi Vision 2030. Currently, 70% of universities are concentrated in the Central and Eastern regions, leaving the Northern and Southern parts of the country with limited opportunities.MethodsThe study created a framework with sensors and generative adversarial networks (GANs) that optimize the distribution of medical universities, supporting equity in access to education and balanced regional development. The research applies an artificial intelligence (AI)-driven framework that combines sensor data with GAN-based models to perform real-time geographic and demographic data analyses on the placement of higher education institutions throughout Saudi Arabia. This framework analyzes multisensory data by examining strategic university placement impacts on regional economies, social mobility, and the environment. Scenario modeling was used to simulate potential outcomes due to changes in university distribution.ResultsThe findings indicated that areas with a higher density of universities experience up to 20% more job opportunities and a higher GDP growth of up to 15%. The GAN-based simulations reveal that redistributive educational institutions in underrepresented regions could decrease environmental impacts by about 30% and enhance access. More specifically, strategic placement in underserved areas is associated with a reduction of approximately 10% in unemployment.DiscussionThe research accentuates the need to include AI and sensor technology to develop educational infrastructures. The proposed framework can be used for continuous monitoring and dynamic adaptation of university strategies to align them with evolving economic and environmental objectives. The study explains the transformative potential of AI-enabled solutions to further equal access to education for sustainable regional development throughout Saudi Arabia.