Application In Higher Education Research Articles

Paramedicine educators’ identity needs and impediments to professional emergence: A multiphase mixed-methods participatory approach

This research delves into how identity-needs and philosophies of paramedicine educators influence theoretical advancement and praxis in higher education. It examines the perceptions of paramedicine academics, their roles and the transitional challenges when moving from clinical practice to academia. It explores the potential of transformative pedagogy in fostering social consciousness, justice, and innovation. Challenges and benefits of a constructivist approach to paramedicine education and future-orientation is assessed. Employing a multiphase mixed-methods participatory approach, researchers reached consensus on the guided themes (Phase 1) for staff collaborative engagement (Phase 2) during the inaugural ‘Paramedicine Educators Forum’, which featured participation of academic leaders and staff from four universities and one jurisdictional ambulance service. The study unveils the intricate tapestry of paramedicine educators' identities and philosophies and their impact on theoretical advancements and practical applications in higher education. Conversations revolved around defining the role of paramedics in academia, the potential of transformative pedagogy, and the balance between producing competent paramedics whilst nurturing criticality. Discussions also addressed the shortcomings of current undergraduate degrees in preparing students for technological advancements and the potential for extended degree programs. The findings underscore the need to adapt paramedicine education to meet the evolving demands of the profession, with paramedicine educators playing a leading role in this transformation. These insights may be instructive in providing guidance for educational policies and practices that shape the future of paramedicine education and may have transferability for other allied health professions.

Mapping the Frontier: A Bibliometric Analysis of AI in Tertiary Education

This article presents a bibliometric analysis of research on artificial intelligence (AI) applications in higher education over the past decade. Through computer-assisted analysis of 412 documents from the Web of Science core collection, we shed light on publication trends, productivity patterns, and conceptual development. Despite this exponential growth in research output, there remains significant uncertainty about the long-term impact of AI on pedagogical practices, learning outcomes, and the overall structure of higher education systems. The results show an annual production increase of 31.8% in research publications on AI in higher education, signaling scientific recognition of the disruptive potential. The concentration in renowned specialist journals on the topic of technology-supported learning is offset by the distribution of these journals across 206 multidisciplinary sources. With 10 publications, the Chinese University of Hong Kong is the leading contributing institution. China leads in the number of publications on AI in higher education, with 62 articles, followed by the United States with 45 and the United Kingdom with 29. These regional anchors are driving progress in the field. Although there is strong collaboration, the research output remains spread across 1,182 scientists without established leaders, reflecting the diverse and emerging nature of the field. Topic modeling and keyword analysis mean an increasing examination of the connections to education systems, training, labor markets, and learning analyses. This highlights the tensions surrounding data ethics, academic integrity, and the disruption of the workforce as algorithms permeate admissions, advising, and teaching. Our examination of the anatomy of this rapidly growing field provides indispensable perspectives for guiding innovation. As techniques advance from theory to reality, continued empirical research to explore risks and opportunities will be critical to upholding humanistic educational values.

Research on Mobile Learning (M-Learning) in Higher Education: A Systematic Review (2016 to 2023)

This study investigates the evolution of mobile learning (M-Learning) applications in higher education between 2016 and 2023. This period marks an era of significant technological innovations and the profound impacts of the COVID-19 pandemic on education. The purpose of this research is to delineate how M-Learning applications are represented in the academic literature during this time and to identify research trends within this field. The research is based on a systematic review of 161 academic articles related to M-Learning, published between 2016 and 2023 in the Scopus and Web of Science databases. The study utilizes the TCCM (Theory, Context, Characteristics, Methodology) framework to conduct an in-depth analysis of theoretical approaches, research contexts, learning characteristics, and methodological strategies in the literature. The findings reveal that M-Learning positively impacts areas such as collaboration, skill development, and self-assessment among students. The effective use of mobile devices as educational tools by instructors and students is identified as crucial for the success of M-Learning applications. Moreover, the success of M-Learning is closely linked to users' attitudes toward technology and the integration of technological and pedagogical supports into the learning processes. This systematic review provides significant insights into how M-Learning can transform learning and teaching practices in higher education. It suggests strategic planning and further research for educators, policymakers, and researchers on integrating mobile technologies into learning processes. Specifically, there is a need to explore the long-term effects of M-Learning on student achievement and its applicability in various learning contexts.

Evaluating the Combined Use of Artificial Intelligence and Virtual Reality in Higher Education: A Bibliometric and Systematic Analysis

In the study, which aims to determine the advantages and difficulties of using “artificial intelligence” and “virtual reality” applications in higher education, a systematic literature review and bibliometric analysis were used together to determine the trends in the studies conducted. Web of Science database was preferred to obtain the data in the study. “Artificial intelligence”, “virtual reality”, and “higher education” were used as keywords. Only English, open-access journals, literature reviews, and conference proceedings were included in the study. First, the abstracts of 61 studies that met these criteria were reviewed. Then, the documents to be included in the study were determined by the PRISMA steps. As a result of the PRISMA processes, ten studies were read in detail, and the study findings were obtained. According to the results obtained, it was determined that there were difficulties in motivation continuity and reflecting human emotions, in addition to the many positive effects of using “artificial intelligence” and “virtual reality” applications in higher education. In addition, as a result of the bibliometric mapping, it was determined that the most preferred keywords in studies containing these applications were “Virtual reality”, “artificial intelligence”, and “machine learning”. Suggestions are given depending on the results obtained.

The Impact of Service-Learning (SULAM) On Civic Attitudes and Skills of Uthm Students

Service-Learning Malaysia –University for Society (SULAM) is a teaching pedagogy that combines academic learning with meaningful community service. This study aims to identify the effect of the service-learning program (SULAM) on the attitudes and civic skills of UTHM students. The objectives include assessing students' attitudes and civic skills before and after participating in the program and analyzing the differences that exist. A quantitative survey design was employed, utilizing pre-test and post-test to measure attitudes and civic skills changes. In this study, students taking the Sociology of Education course from the Faculty of Technical and Vocational Education participated. The Civic Attitude and Skills Questionnaire (CASQ) was used as a measuring tool. The findings reveal that after participating in the SULAM program, students' attitudes and civic knowledge significantly improved. This study demonstrates that service learning (SULAM) effectively enhances students' attitudes and civic skills, contributing to the holistic development of students and providing empirical evidence to support the integration of theoretical learning with practical applications in higher education.

Attitudes of faculty members in Palestinian universities toward employing artificial intelligence applications in higher education: opportunities and challenges

This study aims to identify the level of attitudes of faculty members in Palestinian universities regarding the opportunities and challenges of employing artificial intelligence applications in higher education. The researchers used a descriptive approach, and the study’s sample consisted of (130) faculty members at An-Najah National University. Data was collected using two specific questionnaires, one focused on opportunities and the other on challenges. Data analysis was conducted using statistical tests, specifically calculating means and standard deviations, Independent Samples Test, Mann–Whitney test, One Way ANOVA, and Kruskal-Walli’s test. The study’s results indicated that the average level of attitudes among faculty members regarding the opportunities and challenges of employing artificial intelligence applications in higher education was high. Furthermore, the results revealed no statistically significant differences in all areas of opportunities and challenges related to gender, except in “supporting learning and teaching processes,” which favored males. The results indicated no statistically significant differences in all areas of opportunities and challenges related to the educational qualifications, except for the “Benefits of AI applications in teaching and education,” in favor of an associate professor. The results also indicated no statistically significant differences in the opportunities and challenges of employing artificial intelligence applications attributed to variables of years of experience and the college. Based on this, the study recommends the necessity of implementing intensive training programs for university faculty members to enhance their skills in using artificial intelligence applications in higher education, as well as addressing the concerns and risks that hinder the adoption of these applications. Additionally, conducting experimental research to explore the integration of artificial intelligence applications in education and evaluate their effectiveness is essential.

Reshaping the Teacher-Student Relationship in Higher Education Through ChatGPT

The rapid progress in artificial intelligence, especially with advancements in generative AI such as ChatGPT within Natural Language Processing (NLP), has introduced both new opportunities and challenges for traditional teaching models and the teacher-student relationship in higher education. ChatGPT's advanced deep learning and NLP capabilities have overcome limitations inherent in conventional teacher-student interactions, such as one-way communication and geographical constraints, and have promoted the growth of personalized teaching. This innovation has fostered a learning environment where "Everyone can be a teacher, every place can be a classroom, and teaching can happen at any time". However, this technology also brings challenges, including greater reliance on technology, diminished emotional connections between teachers and students, and issues related to algorithmic transparency. This paper examines ChatGPT's application in higher education, analyzing its effects on evolving teaching and learning models and the transformation of teacher-student relationships. By employing the “teacher-student-AI” triadic interaction model, the study highlights the significance of human-machine collaboration. It aims to optimize AI's self-learning processes, enhance human-centered education, and advance intelligent education in a more efficient and empathetic direction, offering both theoretical insights and practical guidance for transforming teacher-student relationships and improving undergraduate education standards.

Systematic penetration of future higher education systems with AI

Back in 2018, the Declaration on Cooperation for AI laid the foundations for increasing the technological and industrial capacities and acceptance of AI, overcoming the socio-economic challenges of transforming labour markets and modernising education, and ensuring an appropriate legal and ethical framework. (Nicholas & del Castillo 2023) The systematic penetration of AI into the education systems of universities follows this intention. In order to achieve the ambitious goals of extensive AI use, the stakeholders in higher education must be empowered to develop and implement holistic AI concepts. From the possible options for using AI in higher education, the application possibilities are derived in a targeted manner, whereby the variety of possibilities makes it necessary to adapt general models to the specific situation of a university. A case study is used to explain the step-by-step development and introduction of a chatbot as part of a holistic concept for the use of AI at universities. Finally, the insights gained so far on the opportunities and risks of AI applications in higher education are discussed.

Преимущества и риски использования ChatGPT в системе высшего образования: теоретический обзор

The author of this review publication has set himself the task of generalizing the ideas of Russian and foreign educational researchers regarding the advantages and disadvantages of using neural networks, namely, the large language model ChatGPT, in the higher education system. 130 of the latest printed and electronic sources in Russian and English on pedagogy and humanitarian disciplines, which date back to 2023 and the first half of 2024, served as the material for the analysis. The scientific novelty of the study lies in identifying the most effective methods for assessing the didactic potential and determining the problems of introducing artificial intelligence technologies in education as exemplified by the use of ChatGPT, including the SWOT analysis method, considered as an effective analytical tool for assessing the strengths and weaknesses, opportunities and threats of using ChatGPT for educational purposes. As a result, the universal trends and features of the implementation of ChatGPT as an innovative pedagogical technology are revealed. The problems of ChatGPT application in the higher education system are analyzed from the point of view of compliance with ethical standards, prevention of academic dishonesty, formation of cognitive abilities and research competencies of students, deepening of individualization of the educational process, development of critical and creative thinking, increase in the level of information literacy and improvement of universal competencies and professional skills of students. The prospects and risks of ChatGPT application in higher education are described.

The role of individual factors in perceived sustainable employability: an application in higher education

PurposeSustainable employability has emerged as a multifaceted construct that measures individuals' abilities to function in the labour market throughout their working lives. Therefore, it is no longer just about analysing how to achieve a successful transition from school/university to employment, but also about identifying the conditions that will allow people to continue to be capable and motivated in the long term. The aim of this work was to identify and rank the personal factors of an individual that contribute to his or her perceived sustainable employability.Design/methodology/approachThe authors used a quantitative methodology to estimate the structural model proposed. A stratified random procedure was used to administer an online questionnaire to 202 university master’s degree students. Before testing the structural model, the validation of each scale was performed, both at the exploratory and confirmatory levels.FindingsThe results indicate that four groups were key to improve individual sustainable employability: (1) Health Status; (2) Career Competencies; (3) Core Self-Evaluations and (4) Overcoming Competencies.Research limitations/implicationsThe results are of interest to any individual, employed or not, insofar as they can reflect on the relevance of each category and how to improve them at the individual level.Originality/valueThis study contributes to research on sustainable employability focus on the analysis of young people by providing empirical evidence on its relationship with other key variables, in an area where the literature remains mainly conceptual and centred in workers.

Complexity Leadership Theory and its application in higher education: using duoethnography to explore enabling leadership during a time of uncertainty

ABSTRACT This study explores how Complexity Leadership Theory (CLT) can advance the understanding of academic leadership in HE during a time of crisis and uncertainty. A qualitative methodology was applied to address the research question, ‘How do academic leaders in higher education understand leadership during a crisis?’ We used duoethnography to garner data through recorded conversations and other artifacts about our leadership experiences as associate deans for learning and teaching. Drawing from the three CLT leadership strands (operational, entrepreneurial, enabling) for analysis, we show enabling leadership as critical to doing operational and entrepreneurial leadership. Additionally, we demonstrate that enabling leadership, beyond its functional role, is suffused with emotion work and care. Uniquely, our findings suggest the need to extend CLT’s enabling leadership to integrate compassionate leadership for personal wellbeing and to support others during challenging times. Moreover, the study contributes to existing CLT knowledge by providing useful insights to extend the concept of enabling leadership by incorporating ways of thinking and approaching leadership practices relevant to the current higher education context.

Effectiveness of training in different types of sports games by the applicants of higher education

The modern society is increasingly paying attention to the healthy lifestyles and the motor activity, especially among the students, who are one of the most vulnerable segments of the population. Higher education, as an important stage in the formation of a personality, requires a comprehensive approach to the development of the applicants. In this context, the study of the effectiveness of different types of sports games among students is of particular importance. Given the variety of sports games, an analysis of the effectiveness of training in different types of Olympic sports games by higher education students can help to formulate recommendations for choosing the best sports for students, taking into account their individual characteristics. The purpose of the study: to study the impact of training in various types of Olympic sports on the physical, functional and psychological state, social adaptation, cognitive functions and leadership qualities of higher education students. Research methods: theoretical analysis and generalisation of scientific and methodological literature. Results of the study. The paper examines the impact of football, basketball, volleyball, handball, rugby, baseball, water polo, hockey, softball, tennis, table tennis and badminton on health, fitness and performance, physical and functional state of systems and analysers, psychological state, social adaptation, cognitive functions and leadership qualities of higher education students. Conclusions. Training in various types of Olympic sports games has a significant impact on the physical, functional, psychological and cognitive state of the applicants of higher education. When choosing sports games for physical education classes by the applicants of higher education, it is important to take into account their age, health status, functional state of systems and analysers, level of physical fitness, individual preferences and characteristics, resistance to physical contact, motivation to study.

Exploring Factors Influencing Gen Z's Acceptance and Adoption of AI and Cloud-Based Applications and Tools in Academic Attainment

Generation Z faces diverse challenges in education amidst the swift evolution of technology. This study investigates the factors shaping Generation Z's acceptance and adoption of AI and Cloud-based applications in Oman's higher education sector. Despite limited attention to this area in Oman and the Gulf Cooperative Council countries (GCC), this research addresses the gap by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, recognized for its effectiveness in understanding technology adoption. Through a quantitative approach, Generation Z students in Omani higher education institutions were surveyed, and SmartPLS was utilized for analysis. Results indicate a significant positive relationship between all UTAUT antecedent factors, with Performance Expectancy being non-significant. This study offers novel insights into global understandings of Generation Z's learning trends with AI and Cloud-based applications in higher education, aiming to enhance pedagogical approaches. Notably, it pioneers such efforts within the GCC context. Recommendations for similar research in other GCC countries are provided to enrich regional perspectives. Limitations and future directions are addressed, emphasizing the importance of comprehending Generation Z's interaction with technology to advance educational practices in the digital age. Doi: 10.28991/ESJ-2024-08-03-02 Full Text: PDF

Opinions and expectations of instructors on metaverse applications in higher education

Nowadays, technology is constantly evolving. The use of developing technologies in daily life brings transformation. One of the areas where transformation is inevitable is education. Developing technologies cause the emergence of new applications and paradigms in education. One of these applications is Metaverse, which have increased in popularity in recently. Interest in Metaverse is increasing day by day at higher education. In addition to the benefits that Metaverse provide to the education, it also has some negative effects. In order to benefit from the benefits provided by metaverse at the highest and to minimise the negativities that will arise with the application, multifaceted studies on metaverse should be carried out. In this study, it is aimed to determine the opinions and expectations of the instructors about metaverse in higher education. The research was designed with phenomenology. In this study, a semi-structured interview form was used to determine the opinions of instructors. 23 instructors who work at Canakkale Onsekiz Mart University participated in the study. As a result of the study, it was concluded that the instructors think that education and management processes in higher education will change with metaverse. The studies can be conducted to determine students' opinion on metaverse.

Blockchain Technology for Higher Education and Recruitment: A Systematic Literature Review

Blockchain is a recent technological innovation that has undergone significant growth with numerous business applications. One of the most promising applications of blockchain technology lies within the domains of higher education and recruitment. Despite its potential, academic literature on these topics remains limited. In this study, the researchers conducted a systematic literature review to unravel blockchain’s potential applications in higher education and recruitment. This paper identifies the current benefits and challenges of blockchain in these fields and delineates key steps in higher education and recruitment processes to determine blockchain practical applications. To analyze the potential benefits and challenges of blockchain for higher education and recruitment, we integrate the resource-based view (RBV) and transaction cost theory (TCT). The RBV is employed to underscore blockchain’s potential as a strategic resource that can provide competitive advantages in higher education, while the TCT is utilized to focus on its efficacy in reducing transaction costs related to recruitment. The study concludes by highlighting directions for future research, emphasizing the imperative for empirical investigations into real-world blockchain applications. It also encourages theoretical advancements to deepen our understanding of the impact of blockchain technology on higher education and recruitment

Supporting the Ethical Use of Artificial Intelligence Applications in Universities – A Research Based on Students Opinions

Purpose: The purpose of the research was to identify a feasible way to support the ethical use of AI in universities based on identifying how the AI software application ChatGPT is used in education at higher education institutions and with students in different majors. Study design/methodology/approach: The research methodology consisted of the following stages: (1) a survey based on a questionnaire designed considering the Technology Acceptance Model (TAM) framework to collect students’ opinions on the use of AI ChatGPT; (2) The results of the survey were used to design the materials of the AI Transmedia Campaign, but also to identify the best distribution channels of them; (3) After implementing the AI Transmedia Campaign, a feedback survey was developed, ascertaining the effectiveness of the approach to create an ethical behaviour towards the AI software application in general, and on AI ChatGPT, in particular. Findings: Research shows a gap in regulating the ethical use of AI applications in higher education. Thus, the AI Transmedia Campaign has been well received and appreciated by all categories of students. Originality/value: The research is international and was carried out in higher education institutions in Romania, Greece, and Slovenia (the size of the research sample, 2942, proves the scope of the study). The research results have demonstrated and characterised the students’ behaviour (the cognitive response and the intention to use) towards the use of AI ChatGPT and the utility of the AI Transmedia Campaign realised in the context of the implementation of the RespectNET project (2021-1-IT02-KA220-HED-000027578, https://respectnet.eu/).

Development of a Labor Stimulation Model that Increases the Work Capacity of Employees in Higher Education Institutions

The objective of this study is to create and test a labor stimulation model aimed at improving the productivity and efficiency of teachers and research staff at universities. The research included an analysis of existing stimulation models, the development of a new integrative model, its pilot implementation, and a subsequent analysis of results using qualitative and quantitative methods. A stimulation model was developed and successfully implemented, showing significant improvement in employee performance indicators. The developed labor stimulation model was successful in enhancing the performance of higher education institution staff and provided valuable insights for further research and practical application in higher education.

Development of information and didactic tools for practice-oriented education in universities

Relevance. The relevance of the research is determined by the change in the educational environment, which contributes to the search for new innovative methods of training qualified specialists capable of solving any tasks within their professional activities. Purpose. The purpose of the paper is to analyze the characteristics of practice-oriented education in Kazakh higher educational institutions in accordance with the development of information and didactic tools. Methodology. General scientific theoretical methods were used in the work, such as comparison, synthesis, system analysis, systematization, generalization and statistics, the method from abstract to concrete based on systemic and structural-functional approaches. Results. The author analyzed a number of scientific and methodological Kazakh and foreign sources to determine the semantic component of the phenomena of "practice-oriented education" and "information didactic tools". The current state was considered of the practice-oriented conception of learning in Ukrainian, Russian and Australian universities. The interpretation was substantiated of information and didactic means as material tools of professional interaction of subjects of the educational process. Practice-oriented education was analyzed in universities of the Republic of Kazakhstan, and key information and didactic tools were identified, including very open online courses, case-methods "Workbook", individualized electronic education programs. The promising vector was confirmed of the development of practice-oriented education in Kazakh universities based on statistical data of the state of previous years. Conclusions. It became evident that contemporary educational paradigms prioritize an activity-based approach, necessitating the refinement of pedagogical foundations. Various studies, both local and international, were scrutinized to grasp the nuances of developing informational teaching tools and integrating practical learning methodologies. It was established that a comprehensive analysis of these concepts is imperative. "Practice-oriented education" emerged as a holistic system of innovative teaching techniques designed to enhance essential aspects of a student's development, encompassing psychological, cognitive, motivational dimensions. Keywords: innovative education; didactics; activity approach; applicants for higher education; educational practice; information and didactic competence

From script to screen

In an age of ‘deepfakes’, designing learning media and video intentionally and ethically becomes more important than ever. Emerging educational research focuses on generative large language models, which use neural networks to produce human-like text based on prompts. Yet the educational design of synthetic media, particularly AI-generated avatars, which are also currently produced from text prompts, remains less explored. This paper share insights from an ongoing evaluation of realistic, AI-generated avatars as educational presenters at a large Australian metropolitan university. Using commercially available software, we created a suite of AI-generated avatars and accompanying interactives to explore the topic of ethics in business intelligence which was delivered to approximately 1200 students across two semesters in 2022 and 2023. The aim was to provoke critical discussion around ethical decision-making with AI by immersing students in text-to-video technology as part of their learning experience. To better understand students’ perceptions of synthetic media as a stimulus for learning, we conducted four focus groups over two iterations of the course. Our multidisciplinary team also documented the design, development, and implementation challenges of AI-generated avatars. Preliminary findings suggest that clarifying design intentions is key to the effective and ethical application of AI-generated avatars. Automating video content with synthetic media to simplify certain types of educational content could be a catalyst for increased sharing and collaboration. While traditional video formats may prove a simpler choice in the short-term, this study indicates the potential of more hybrid human and nonhuman representation in certain contexts. Students were comfortable with synthetic media use and blending humans and nonhuman elements, expressing a desire for greater interaction with both. We propose a posthuman perspective on AI-generated avatars, one which acknowledges the messy and entangled nature of learning and teaching with technology, that often surfaces issues of ethics and power. To assist educators, ‘VIEW’ is outlined, a brief educational design guide for AI-generated avatars that considers aspects such as the intentions or purpose of the video, the suitability of video as a medium, implementation, and ethical questions. Finally, we suggest more critical and ethical studies on the emergence of synthetic media applications in higher education are needed.

Exploration of virtual reality as a tool for simulating leadership and teamwork situations among university students

In the current educational context, virtual reality emerges as a revolutionary tool. By immersing students in immersive simulated environments, it facilitates deep understanding of abstract concepts and practical application of knowledge. The present study seeks to analyze the application of virtual reality as a tool to improve leadership and teamwork skills among university students through a literature review. A literature review of existing literature on the topic of virtual reality and its application in higher education was carried out, focusing specifically on studies that address the simulation of leadership and teamwork situations. Relevant research that provided insight into the benefits and challenges of VR in this context was selected and reviewed. The results of the literature review revealed a variety of studies that support the potential of virtual reality to improve the leadership and teamwork skills of university students. Virtual reality has been found to provide immersive experiences, safe environments, and immediate feedback that promote the development of these skills. However, challenges such as assessing the impact and accessibility of the technology have also been identified.