Student Access Research Articles

Development of Qr-Code Media-Based Modules in Constructing Learning to Increase Learning Motivation

Education plays an important role in preparing the younger generation to face the challenges of the 21st century. One innovation in education is the development of QR-Code media-based modules to increase student learning motivation. QR-Code technology allows teachers to present learning materials in an interactive and interesting way, thus increasing student involvement in the learning process. In addition, QR-Code-based modules also allow easy and practical access for students in learning materials inside and outside the classroom. By utilizing this digital technology, teachers can provide a more engaging and effective learning experience for students, thus supporting the development of 21st century skills required in an ever-evolving world. Therefore, it is important for educators to continue to develop and utilize technology in providing innovative and relevant learning resources for learners.

College Resource Chatbot – Enhancing Student Engagement and Accessibility

The "College Resource Chatbot – Enhancing Student Engagement and Accessibility" is an innovative solution designed to address the growing need for immediate and comprehensive access to college resources. The chatbot enhances student engagement by offering personalized assistance and ensuring 24/7 accessibility to information. This project explores the development, implementation, and benefits of such a system, highlighting its potential to bridge communication gaps, increase student involvement, and make campus resources more readily available to a diverse student body. This chatbot enables students to search for and download previous year question papers from a centralized repository, making it an essential tool for academic preparation. With a user-friendly interface, the chatbot allows students to specify parameters such as subject, semester, and year to quickly locate the desired papers. By providing 24/7 accessibility, it eliminates the need for students to visit administrative offices or search through multiple resources, thereby saving time and effort. This project focuses on the design and implementation of the chatbot, the integration of a secure database for question papers, and the mechanisms to ensure data accuracy and confidentiality. The system not only promotes self-learning but also improves resource accessibility, fostering a more efficient and student-centric approach to academic support. Key Words: College Resource Chatbot, Previous Year Question Papers, Student Accessibility, Question Paper Repository.

Development of Counseling Sites with Digital Accessibility Features for the Blind and Visually Impaired Students

Current counseling services, such as those available through sikons.upgris.ac.id, lack full accessibility for students with disabilities, particularly those who are blind and visually impaired. Studies reveal significant accessibility barriers across educational websites, impeding equal access for users with disabilities. This study addresses these gaps by developing an accessible counseling platform aligned with Web Content Accessibility Guidelines (WCAG) to ensure inclusive access for all students. Using the ADDIE model's structured stages of Analysis, Design, Development, Implementation, and Evaluation, this study aims to create a technically advanced, user-centered application that enhances usability and independence for students with disabilities. Results from user acceptance testing with 11 participants indicated a high satisfaction rate of 89,33%, demonstrating that the platform effectively meets users' needs, significantly improving accessibility and usability in educational counseling services. This outcome underscores the importance of integrating accessibility standards to foster inclusivity and equitable participation in digital educational resources.

Scholarly information source access and use by undergraduate students: Lesson from COVID-19 pandemic in Tanzania

This study investigated university students's access, and use of scholarly information sources during the COVID-19 pandemic. A descriptive cross-sectional design that employed both quantitative and qualitative approaches was used. Data was collected from 306 respondents from three selected universities in Tanzania. The findings revealed that health protocols caused most students to rely on internet-based sources, lecture notes, and materials shared by classmates to satisfy their information needs. The inability to access library information sources remotely, limited internet access, inadequate access to ICT devices, and lack of digital literacy skills were perceived to be among the major challenges that inhibited students from accessing library resources.The study concludes that the challenges in accessing library resources that were witnessed during the COVID-19 pandemic paved the way for rethinking the way library conduct their business in serving their patrons, especially in facilitating access to them in real-time regardless of the geographical location and the physical condition of the user.To improve access to scholarly resources during challenging times such as the recent pandemic, universities ought to invest in developing digital collections which are accessible anytime and anywhere, this will be realized by ensuring adequate technological infrastructure and digital literacy skills among students and library staff.

Artificial Intelligence in Special Education

This entry examines the growing role of artificial intelligence (AI) in special education. The authors discuss applications of AI in the field, including its uses for personalized learning, adaptive technologies, teacher support, and AI’s potential to address issues related to student accessibility and engagement. The entry draws on recent syntheses of literature, highlighting studies that reveal AI’s capacity to improve educational outcomes for students with disabilities, mitigate teacher workload, and foster inclusion. Despite these promising developments, the authors address ethical considerations, potential biases, and privacy concerns surrounding the use of AI, as well as the need for high-quality research that validates AI’s effectiveness in special education. The authors conclude that while AI can offer substantial support, it should be integrated thoughtfully, guided by empirical research, and accompanied by skilled professional oversight to ensure that it truly benefits students with disabilities.

Digital literacy skills for students with visual and hearing impairments in Kenyan public universities

Purpose The purpose of this study is to examine the accessibility and availability of digital resources by assessing the digital literacy status and information access infrastructure for students with visual and hearing impairments in public universities in Kenya. This research sought to identify the challenges encountered by students with visual and hearing impairments in their pursuit of knowledge and education and ultimately provide valuable insights and recommendations on improving digital literacy, ensuring equal opportunities for access and benefits from online educational materials and resources, thereby promoting inclusivity and enhancing the learning experiences of these students. Design/methodology/approach This study used mixed research design to sample, collect and analyze data with a target of 35 public universities in Kenya from which five universities were sampled using convenient sampling. The sample population included 32 respondents selected purposively. Of these, 7 chief university librarians and 25 digital librarians where selected to provide data on key digital literacy skills and digital information access procedures of the universities. Data was collected using open and closed-ended questionnaires that were distributed using Google Forms. Descriptive statistics was used to analyze the quantitative data, while content analysis and Microsoft Excel and SPSS data analysis tool to analyze qualitatively. Findings The findings of this study established that there are few students with visual and hearing impairments in public universities in Kenya. Moreover, the findings further indicated that even though university librarians are aware and are fully participating in disability mainstreaming, there is a need to review the current policies to optimize the use of ICT, assistive technologies, digital literacy and specific training of staff to enable seamless information access for students with visual and hearing impairments. Originality/value This research is unique in its focus on assessing digital literacy skills for students with visual and hearing impairments in public universities in Kenya. While other studies have concentrated on digital literacy skills among the general student population, this study sheds light on the challenges faced by visually and hearing-impaired students in accessing digital information through online platforms. By examining digital literacy skills among these students, this study provides a fresh perspective on ensuring inclusivity.

Access to further education for a diverse group of ECD practitioners

The South African government has undertaken to expand universal access to Early Childhood Development (ECD) with a particular focus on children from socially disadvantaged communities and with disabilities. This requires training and support of ECD practitioners, such that they are equipped 399with the necessary knowledge and competencies to implement effective teaching and learning approaches at ECD level. This research explored an innovative, inclusive approach to ECD practitioner development in which both Deaf and hearing students were enrolled in an ECD practitioner training program facilitated jointly by New Beginnings (an ECD non-profit training organization) and the Deaf Federation of South Africa (DeafSA). The research scrutinized key aspects of the training program, including how it extended students content knowledge on ECD, their pedagogical knowledge; as well as epistemological access for Deaf students. The findings and conclusions have important implications not only for equipping ECD practitioners with knowledge and skills, but also demonstrates how practitioner training itself can be effectively structured to cater for diversity among trainees.

Advancing Building and Construction Higher Education: The Online Real-Time Block Model’s Contributions to Professional Skills, Gender Equity, and Industry Preparedness

Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, delaying effective learning and accessibility for students. Moreover, the extended duration of the Semester-Length (SL) structure reduce focus due to engagement with multiple subjects simultaneously, increased stress, and limited timely feedback and assessment. This study evaluates the Online Real-Time Block Model (ORT-BM), an intensive online model, highlighting its potential to enhance engagement, satisfaction, and inclusivity in project-based programs like construction in higher education. Building surveying as a critical field in construction is selected as the case study since professional surveyors must stay current with rapidly evolving building codes, regulations, and sustainability practices. However, the rigid structure of IP-SL courses often leaves graduates less prepared to meet industry needs. Conducting a comparative analysis of a case study, the Bachelor of Building Surveying program (NBBS) at Victoria University, the research compares three teaching models: IP-SL (2016–2018), In-Person Block Model (IP-BM, 2019–2020), and ORT-BM (2020–2023) using Student Evaluation of Units (SEU) data and Quality Indicators for Learning and Teaching (QILT) metrics. Findings, derived from SEU and QILT, reveal that ORT-BM improves student satisfaction, accelerates course completion rates, and fosters gender equity through inclusive learning environments while enhancing accessibility for geographically dispersed and disadvantaged students. By integrating advanced digital tools like virtual site visits, ORT-BM enhances professional readiness, aligning education with evolving industry standards. Future research may explore developing hybrid models to optimize cognitive load further, improve accessibility, and enhance flexibility.

How parental education and financial savvy drive college students toward a green economy?

Abstract To understand green economy literacy and awareness, this study tries to understand the relationship between parental education level, student financial literacy, student access to financial information and personal financial management experience. The green economy is an economic system for sustainable development concerned with the environment. Since it is becoming increasingly relevant today, the young generation, particularly college students, is at the forefront of this change in making decisions that have financial and environmental implications. However, the factors influencing their understanding and awareness of the green economy are poorly understood. The study uses 278 samples of vocational students. The results show that student financial literacy and access to financial information affect green economy literacy and awareness. However, parental education and student experience in financial management, as well as demographic characteristics such as age, gender, student’s semester, and financial course experience, do not affect the green economy. The findings of this study could have significant implications for universities and policymakers. The university needs to increase student engagement in the green economy by fostering students’ financial literacy, while policymakers must conduct active campaigns to promote the green economy.

Enhancing Virtual Learning Outcomes: A Regression Study on Technology Integration

This study examines the impact of technology integration on instructional practices and student engagement in virtual learning environments. Through quantitative analysis, the research assesses factors such as the types of technological tools used, student access to technology, and instructors’ proficiency in digital tools, evaluating their collective influence on student participation. The regression results indicate a statistically significant relationship between these variables and student engagement, underscoring the need for equitable access to technology and ongoing support for educators to foster effective virtual learning. Despite the flexibility and accessibility afforded by virtual classrooms, the study identifies persistent challenges, such as the digital divide and insufficient institutional support, which hinder optimal learning outcomes. These findings suggest that comprehensive strategies, including professional development for instructors and improved technological infrastructure are crucial for enhancing engagement and achieving equitable educational outcomes in virtual settings.

TO EXPLORE AI SORA POSSIBLEMULTI-DIMENSIONALINFLUENCESON THE FUTUREEDUCATION INDUSTRY, SHORT-VIDEO INDUSTRY, FILM INDUSTRY AND ROBOTICS INDUSTRY

In February 2024, OpenAI released Sora (a new Generative Artificial Intelligence (GAI) model), which possessed some capabilities to generate photo-realistic, sequential, animating, high-quality, enriching, or imaginative scenarios. In the context of the birth of Sora, this study focuses on the potential influence of Sora on future multiple industries.The functional analysis method and literature method are used for research. This study thinks that Sora will have an effect on the past business model, stimulating the future short-video industry to display more new paths.With the upgrading of Soras capabilities, it will not only substantially expand the future robots perceptual capabilities, but also bring the user with immersive experiences. Through gamified teaching methods and intelligent learning solutions, Sora has the potential to help students access more learning resources and increase engagement and motivation. Sora will have a direct influence on a number of aspects of the future film production industry, such as making technologies, intrinsic patterns, sales volume and personnel composition. Thesecontributions provide a theoretical and practical reference for practitioners in the education industry, robotics industry, the film industry and the short video industry. However, the study belongs to an exploration study in which some opinions need to be repeatedly verified by future researchers.

THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW

In recent years, incorporating technology into education for students with disabilities has significantly improved learning experiences and academic achievement. However, there remains a need for a deeper understanding of the most effective methods for using these technologies, particularly in physics education. This systematic review aims to consolidate research on the use of technology to support learning for students with disabilities, assess its effectiveness in improving educational outcomes, and identify areas for further study. The review focuses on the constructs, technological interventions, research gaps, limitations, and key findings from selected articles. The PRISMA framework was used to analyze research from databases, including EBSCO Host, Elsevier Science Direct, Emerald Insight, ProQuest, Google Scholar, ERIC, and Clarivate Analytics Web of Science. Out of 892 articles initially identified, 13 met the inclusion and exclusion criteria and validation from the experts. The most commonly studied disability was visual impairment, followed by intellectual disabilities. Most studies focused on learner achievement, with engagement and participation as secondary themes. The technologies used included assistive tools like web-based platforms, virtual and augmented reality (AR), and interactive learning systems. These adaptive technologies improved student involvement, social integration, and interest in science. Augmented reality, in particular, enhanced academic performance and knowledge retention, making it an effective tool for inclusive physics education. The findings indicate a growing trend towards integrating technology in inclusive education, emphasizing the role of personalized tools in improving accessibility and engagement for students with disabilities in physics.

TECNOLOGIAS ASSISTIVAS: Uso de Ferramentas Tecnológicas para Facilitar a Inclusão

School inclusion represents a fundamental challenge in current education, requiring practices that promote the participation of all students, regardless of their physical, cognitive or sensory limitations. Assistive technologies play a crucial role in this process, offering tools that enable accessibility and autonomy for students with disabilities, allowing them to fully participate in school activities. These technologies range from simple devices, such as magnifying glasses, to advanced solutions, such as screen reading software, and are essential to ensure effective inclusion. The main objective of this study is to analyze how assistive technologies can facilitate inclusion in the school environment, highlighting their contribution to the learning and participation of students with disabilities. The research seeks to identify the main types of assistive technologies used in the educational context, discuss pedagogical practices that favor their use and evaluate the challenges faced by schools when implementing them. In addition, it seeks to provide support for teacher training and inclusive educational planning. The implementation of these technologies, however, requires a careful analysis of the needs of each student and the conditions of the school. For assistive tools to fulfill their role of promoting inclusion, a pedagogical commitment to diversity is necessary, integrating such resources into teaching practices in an efficient and ethical manner. Reflecting on the possibilities and limitations of assistive technologies is essential for building a more inclusive and equitable school, which respects the uniqueness of each student and promotes the development of all.

Desain UI/UX Aplikasi Mobile LMS dengan Metode Design Thinking untuk Efektifitas Pembelajaran Mahasiswa di Perguruan Tinggi

This research seeks to develop the UI/UX of the Mobile Learning Management System (LMS) application by utilizing the Design Thinking methodology to improve the effectiveness of student learning in higher education. Design Thinking is used because of its user-centric methodology, guaranteeing that LMS apps align with the preferences and behaviors of students who are increasingly relying on mobile devices in their daily routines. Application development goes through the stages of Empathize, Define, Ideate, Prototype, and Test, with validation carried out using the System Usability Scale (SUS) approach. The assessment involved five students from various academic fields who are proficient in desktop-based Learning Management Systems (LMS). The test results showed a SUS score of 78, categorized as "Good" and close to "Very Good". This score signifies the program's excellent usability, easy navigation, and functions that encourage learning flexibility, including content access, assignment submission, and discussion forums. This study shows that the mobile Learning Management System created using the Design Thinking methodology significantly increases student access to lecture materials and encourages the efficacy of learning in higher education. Suggestions for improvements include conducting assessments with a wider group of participants and implementing design iterations to refine features based on user feedback.

FINANCIAL BEHAVIOR: FINANCIAL LITERACY, FINANCIAL INCLUSION, LIFESTYLE, AND LOCUS OF CONTROL

Not only the younger generation out there, at Universitas Mercu Buana Yogyakarta alone, many students access financial services, especially QRIS as one of the non-cash payment methods. This level of ease in accessing financial services allows students to fulfill their lifestyle. This study aims to determine whether financial literacy, lifestyle, and financial inclusion of undergraduate accounting students at Mercu Buana University Yogyakarta also have a significant effect on the personal financial behavior of each student. This study uses the strata method in quantitative research through distributing questionnaires. The population of this study were students of Universitas Mercu Buana Yogyakarta, class of 2021-2023. The sample chosen to be the sample in this study is the Gen Z group which is financially and each generation has different financial habits. This study shows the first result, that financial literacy does not affect financial behavior, financial inclusion affects financial behavior, lifestyle does not affect financial behavior, and locus of control affects financial behavior. However, together, financial literacy, financial inclusion, lifestyle, and locus of control affect financial behavior. for generation Z, in this current era, they must understand more about finance and deepen financial literacy. This financial literacy can help Generation Z to understand more about finance. The wise use of financial inclusion can also affect the financial behavior of each person. The current lifestyle of generation Z greatly affects financial behavior. Financial behavior in each generation Z person can be controlled by self-awareness carried out by oneself.

Gender Equality Expression as a Biological Homeostasis Principle Applied in Social Mechanisms of Child-Friendly Schools

This research explores the application of gender equality principles within Child-Friendly Schools (CFS), specifically at Harapan Mandiri High School in Medan, through the lens of biological homeostasis principles applied to social mechanisms. Utilizing a descriptive qualitative approach, this study draws on primary data collected from guidance counseling teachers at the school, using observation and in-depth interviews as data collection techniques. The findings reveal that Harapan Mandiri High School effectively implements gender equality by ensuring equal access, opportunities, treatment, and participation for both male and female students. The fairness in treatment is evident in assessments, rewards, and discipline, while student engagement is fostered through participation in student organizations and extracurricular activities. The school’s focus on preventing discrimination and promoting gender awareness contributes to a safe and inclusive learning environment, enhancing respect for gender diversity. This successful implementation of gender equality principles reflects the school’s commitment to creating a balanced and inclusive educational environment, akin to maintaining homeostasis in biological systems, where equilibrium is achieved through equitable participation and treatment of all students.

School Social Work and Mental Health Funding

Abstract School social workers provide mental health services to millions of students each year. However, few studies focus on how social workers generate funding and other support for school mental health. The purpose of this study is to identify the continuum of school mental health supports and how social workers advocate for and generate these supports. This study examines variation in school social worker experiences across three school types: Chicago neighborhood schools, Chicago charter schools, and Chicago-area suburban schools. This study uses the ecological systems framework to structure the interview guide and inform coding. This study finds three major themes: (1) schools improve student access to mental health services, (2) social workers advocate for mental health supports differently depending on their school type, and (3) schools sideline social workers through inadequate support of their positions. Findings suggest greater support for school social work positions and greater collaboration between administrators and school social workers to fully leverage available resources and meet student mental health needs.

Sticky, slippery, and smooth access – exploring the affective potentials of access to writing technology in lower secondary classrooms

ABSTRACT Student access to digital writing technology has become increasingly prominent across various school subjects and education levels. Promoting a techno-optimist approach to solving pedagogical challenges, access has predominantly been foregrounded as something that students are ‘provided’, that is, access is to be uptaken by human individuals. In this article, we trouble this notion through exploring the affective potentials of access to writing technology. Advocating relational thinking, access is understood to hold multiple potentials in students’ writing practices. We focus on students’ task-related writing on screens, in the school subjects L1 (Language and Literature) and Social Studies in lower secondary classrooms in Finland and Sweden. Drawing on video-data, the analysis shows how access holds the potential of becoming sticky, slippery, and smooth in students’ writing, further engaging students and teachers in sociotechnical care work in classrooms.

Teacher perceptions about the reputation of technical and vocational education and training in Ghana

PurposeThis study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.Design/methodology/approachQuantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.FindingsThe findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.Originality/valueThis study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

Dual Enrollment and Conditional Credit Acceptance: Effects of Georgia’s Articulation Agreement on Timely Degree Completion

Many high school students access dual enrollment at 2-year colleges, but the credits associated with their college-level courses may not transfer if they later matriculate to 4-year institutions as first-year undergraduates. In this study, we ask whether statewide articulation agreements can support the postsecondary success of participants by preserving the credits earned and facilitating academic momentum. Employing the administrative data of students in Georgia, we use a difference-in-differences approach to investigate the effect of the state’s 2012 policy on 4-year college undergraduates who participated in dual enrollment at 2-year colleges. We find a positive impact of the policy on timely degree completion, but the effect is conditional, as it applied only to students who completed the coursework identified by the articulation agreement.