Academic Programs Research Articles

Exploring the Needs of Facilitators of Microcredentials

Microcredentials are a significant development as a higher education offering with potential for addressing learner, industry, and government needs (Varadarajan, Koh & Daniel, 2023). As a type of shortform learning, microcredentials can be taken as individual short online courses to upskill for industry, with some available for credit towards a degree in higher education. These emerging offerings are relevant to technology enhanced learning in their online design and in the pedagogy of shortform learning. In the context of the broader issues of graduate outcomes and diversity mandates (Australian Higher Education Standards Framework, 2021) microcredentials are affirmed as part of the promise of solutions in higher education with the release of the Australian Qualifications Framework Review 2019 (Noonan, 2019), National Standards Framework for Microcredentials 2021 (Department of Education, Skills and Employment, 2021) and The Australian Universities Accord final report (Department of Education, 2024). Other broader issues high on the agenda are quality assurance and the student experience (Australian Higher Education Standards Framework, 2021). As progress is made towards microcredential offerings becoming business as usual, research is needed to ensure practice and improvements are shared between universities as they too begin or increase their offerings of credit bearing microcredentials. Facilitators of microcredentials are often experts whose industry experience is valued in higher education by learners and government, given the focus on the importance of graduate employability (Department of Education, 2020). Yet, the experience, perspectives and professional learning needs of the facilitators of microcredentials are not extensively addressed in the literature. This research will investigate the experiences and needs of facilitators of microcredentials, many of whom may not have the traditional prerequisites for being an academic or educator in higher education. This work engages facilitators as participants for insights into the ways higher education institutions could better support their contribution in the unique context of microcredentials as credit-bearing shortform learning. This study is situated in practice (Lave & Wenger, 1991) in a university context with substantial online microcredential offerings facilitated by industry professionals. Much resourcing has gone into the learning design of the microcredentials in this context, optimising the technology enhanced learning potential of the online offerings (synchronous and asynchronous). This study has arisen from practice in the work of moderating microcredential assessments. It explores current facilitation and feedback practices within the technology enhanced learning context of microcredentials. This study aims to explore the research question: What further support is needed for facilitators of credit bearing microcredentials?, by investigating the priorities for professional learning support to facilitators, particularly in relation to curriculum and assessment practices. The research design is a qualitative study (Denzin & Lincoln, 2005) involving semi-structured interviews (Bearman, 2019) with facilitators of credit-bearing microcredentials. This project advances the call for further research into microcredentials (Che Ahmat et al., 2021; Selvaratnam & Sankey, 2021) and will inform future practice in supporting facilitators with the broader benefits of enhancing quality assurance and the learner experience. This Pecha Kucha presents the practice context and initial findings identifying the priorities for professional learning needed by facilitators, specifically on feedback and ‘assessment for learning’ practices in credit-bearing microcredentials.

Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping Approach

The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively showcase current sustainability integration and to identify areas for enhanced sustainable practice infusion. The method entailed both the direct and indirect consideration of SDG content. This endeavor heightened faculty awareness and enthusiasm for incorporating the SDGs, highlighting the significance of aligning academic programs with global sustainability objectives. This study has offered a framework for similar institutions aiming to boost sustainability through curriculum mapping and active faculty engagement.

More than a repository

The value of a university degree is increasingly under scrutiny, with concerns that technologies such as ChatGPT will diminish the need for distributed scholarly content. The challenges created by technology can also become opportunities, under the right circumstances (Dempere et al., 2023). In this project, we leveraged the emerging Generative Artificial Intelligence (GenAI) to create a chatbot, to enable, rather than diminish, students’ learning. Students enrolled in a capstone research unit of Master of Advanced Practice (by coursework) are required to conduct a research project. Common challenges encountered by students include identification of project topic, digital literacy skills, research methodological knowledge, and research writing skills (Ginns et al., 2009; Li et al., 2019; Qasem & Zayid; 2019; Stagg & Kimmins, 2014). It is imperative to guide students to decide on an area of research that not only matches personal interest but also has clinical relevancy and significance. Delaying the identification of a feasible topic can cause students to experience anxiety and distress related to fear they are unable to complete their project on time (Qasem & Zayid; 2019; Li et al., 2019). This project explored two aims: (1) to harness GenAI (Chatbot) for scalable student learning, and (2) to enrich students’ university experiences by providing a scaffolded research-focussed learning opportunity. The project was guided by the active digital learning pedagogy consisting of student-centredness, formative feedback, constructive alignment and flexible infrastructure (Røe et al., 2022). Using a mixed-method approach, the project had four stages. Stage 1 collated and synthesised former students’ project topics (Year 2014 to 2023). Stage 2 created, tested, and tuned a GenAI topic-bank/chatbot based on the collated 252 project topics from Stage 1. To achieve this, we collaborated with an AI Experience Strategist to create the project topic-bank/chatbot using Azure open AI (GPT-4 with AI Search) via the reactive Amazone web server Amazon. The chatbot was then tested and tuned to ensure consistency search outcomes. Stage 3 implemented the chatbot on the 1st day of semester by posting the link with user guide as learning resource for students, who enrolled into the capstone research project unit. Stage 4 evaluated the chatbot’s usability and effectiveness using a 9-item self-developed survey based on the active digital learning pedagogy (Røe et al., 2022) and a 11-item Bot Usability Scale (BUS) (Borsci et al., 2023). The BUS scale consists of 5 domains focusing on students’ perception of accessibility to chatbot functions, quality of chatbot functions, quality of conversation and information provided, privacy and security, and time responses. Two open-ended questions were used to narratively explore students’ overall experiences and suggestions to improve the chatbot. Our findings showcased students’ early engagement with the unit by interacting with the project topic-bank/Chatbot. This ameliorated the challenges described above, whereby students practised search skills by entering key concept as “prompts” of their area of interest for the prospective project topic. These prompts included specialty, population and/or main concept/variables. Search results of the chatbot facilitated students in identifying project topic and improved overall unit satisfaction and learning experience.

“All things are ready, if our mind be so”

In the two years since the launch of ChatGPT in November 2022, the higher education sector in Australia has experienced both the great potential of generative artificial intelligence (genAI) to transform learning and teaching, but also the serious threat to assessment security and assurance of learning that it poses. In light of recent regulatory calls for accountability in academic integrity, this article focuses on the issue of assessment security and redesign, given the affordances of readily available large language models. A nation-wide survey of STEM academics revealed that 37% of respondents had not even tested their assessments in a genAI app; that there was little consensus – and possible misunderstandings – concerning approaches for improving assessment security; and that sector recommendations were either not well understood, or not favoured, particularly those advocating a move towards program-level assurance of learning and only securing assessments at key points of a degree program. These results highlight the need for significant support and guidance for teaching academics—in terms of both creating a clear understanding of how best to respond to assessment redesign as future consensus emerges, and institutional workload in implementing those responses —in order for challenges posed by genAI to assurance of learning to be met successfully.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

Challenges and Strategies for the Sustainable Architectural Education in the Context of Post-Urbanization and Climate Change

The transformation of urbanization patterns due to the pandemic and climate change have significantly reshaped construction market demands, presenting substantial challenges to current architectural education (AE) models. In order to address these challenges and propose effective reform strategies, this study utilizes questionnaires and expert interviews to gather perspectives from architecture students and professionals in a Chinese university. The findings highlight three main issues in AE: (1) misalignment between talent development stages and educational goals; (2) slow updates to curriculum content, leading to lagging behind the needs of times; and (3) inadequate integration of curriculum design with practical application, coupled with excessively lengthy academic programs. To address these challenges, the study proposes the strategies: (1) adopting multi-objective and multi-track approaches for educational goals; (2) reducing length of programs and implementing flexible academic structures; and (3) developing curricula that integrate knowledge with practice. This research offers valuable insights for reforming architectural education within the framework of sustainable development, emphasizing the need for educational goals, curriculum, and cultivation system to evolve to meet the demands of modern practice and development.

A comparative study of home and host country effects on the academic performance of Chinese students in transnational education

ABSTRACT This study examines the impact of intercultural learning, from the perspective of home versus host country, on the academic performance of Chinese students in an Australian university’s transnational education program. It integrates transformative learning theory and cognitive load theory as the conceptual framework and compares the academic performance of students who remained in China with those who went to Australia to complete the same Australian university degree. Using a difference-in-differences approach, our analysis revealed a significant performance difference between the Australia-based and China-based groups by year level after controlling for academic ability. The findings have practical and policy implications for student support and transnational education program management in Australian universities. The study highlights the need for tailored support to help Chinese (and possibly other international) students during their first year of arrival in Australia. It also calls for embedding intercultural learning into discipline-specific programs.

A comparative study on the use of spatiotemporal maps for teaching data visualization in a hybrid learning context

ABSTRACT Data visualization is a complex matter and so is teaching it in the context of engineering and data science. Even more challenging is teaching in a midst of once in a century pandemic. In this paper, we show the results of a workshop conducted with second-year students on a university degree in data science, which took place in the context of pandemic restrictions in a hybrid learning environment. About half of the students were in the classroom and the other half at home. They learned to use STMaps, a tool developed in the scope of the SILKNOW project. We transferred research outcomes to the classroom; similarly, the results of evaluating the tool were transferred to the project. But more importantly, we found insights that the learning process of students that were online was not the same quality as of those that were physically in the classroom. While both groups performed well in terms of correctly fulfilling the tasks proposed during the workshop, the students at home were less motivated and perceived the tasks more cumbersome to achieve. From a research perspective, this activity was perceived as very useful, and similar activities are being planned for each academic year.

ONCE AGAIN ON THE QUESTION OF THE LEGAL CONSEQUENCES OF DEPRIVING A PERSON OF AN ACADEMIC DEGREE AND OTHER ISSUES IN THE SYSTEM OF SCIENTIFIC CERTIFICATION

This article examines the legal aspects of the consequences of depriving a person of an academic degree, previously not covered in the legal literature, as well as certain issues of the existing state system of scientific certification. In the process of work, two problems associated with depriving a person of an academic degree were identified and analysed. The first is predetermined by the fact that, being a candidate or doctor of sciences, a person subsequently deprived of an academic degree, can participate in the procedure for defending other theses. The second is due to the fact that a person who was subsequently deprived of an academic degree could, before this moment, be involved in the work of dissertation councils. It is stated that the solution to these issues requires a differentiated approach, with the inadmissibility of unreasonable and unnecessary complication of the institution of state scientific certification and the need to prevent significant temporary and detailed uncertainty in the status of scientific personnel. Particular attention is paid to the problem of depriving a person of an academic degree in the context of the existence of parallel schemes for state awarding of academic degrees in Russia – dissertation councils at scientific and educational organisations included in the Higher Attestation Commission system under the Ministry of Education and Science of Russia, and dissertation councils at scientific and educational organisations vested with the right to independently award scientists’ degrees. A conclusion is formulated about the advisability of returning to a unified state system of scientific certification, headed by the Higher Attestation Commission under the Government of the Russian Federation.

Patient privacy and the need for private consultation areas in Kuwait’s polyclinic pharmacies

Abstract Introduction In Kuwait, pharmacists provide essential medication counseling and education. However, the open layout of polyclinic pharmacies often compromises patient privacy, deterring individuals from seeking necessary consultations. Objective This study aims to assess how patients perceive the level of privacy in Kuwait’s polyclinic pharmacies and evaluate patients’ need for a private consultation area. Method A cross-sectional study was conducted among patients at polyclinic pharmacies in Kuwait. Convenience sampling was used to select the polyclinics. Patients were approached after collecting their medications and invited to participate in the study. Those who consented completed a questionnaire that included sections on demographics, six items assessing the privacy construct, four items evaluating the need for a consultation area, and an open-ended question for additional comments. Ethical approval was obtained from the Human Ethical Committee, Health Sciences Center, Kuwait University. Results The study included 210 participants, with a majority residing in the Capital Governorate (55.2%), and being female (70%). The median age was 43 years old (IQR=29-55). Over two-thirds of the participants held a university degree (69%). Most participants were collecting medication for themselves (83.8%), and were exempt from fees (84.3%). When measuring patients’ privacy satisfaction, a score was calculated and a scale was divided into good to excellent (24 - 30), fair (18 - 23), and poor (6 -17). In addition, when measuring the need for a private consultation area score, a scale was divided into high need (16-20), fair need (12-15), and no need (4-11). Regarding perceived privacy, only 20% of participants had a good to excellent score, while 41.9% had a fair score and 38.1% had a poor score. When asked about the need for a private consultation room, 63.8% expressed a high need, while 15.2% believed it was unnecessary. Participants who had lower privacy scores reported a higher need for private consultation areas. Discussion The findings provide valuable insights into patient perspectives and highlight the necessity of improving pharmacy practices in Kuwait. Enhancing privacy in pharmacies could significantly improve the public’s perception of pharmacists as essential healthcare providers. However, several limitations should be noted. The sample is not representative of the population, as the proportion of non-Kuwaiti participants is less than the actual population ratio. Consequently, the results cannot be generalized to the entire population. Future studies should aim for a more representative sample and consider a longer data collection period to address these limitations. Conclusion The results of this study reveal that a significant number of patients perceive privacy in Kuwait's polyclinic pharmacies as fair, with many expressing a strong need for private consultation areas. These findings underscore the importance of enhancing privacy measures in these settings1. Implementing private consultation rooms in polyclinic pharmacies could greatly improve patient satisfaction and the overall quality of healthcare services provided by pharmacists. Reference 1. Waheedi S, Marshall V, Alharbia H, Farris KB. Patients’ perceptions of privacy and the need for a private consultation area in community pharmacy. Poster Abstracts. International Journal of Pharmacy Practice. 2016;24:33–60

Research-Education Partnerships: A Co-Design Classroom for College Students with Intellectual and Developmental Disabilities

Co-design of technology encourages participation and decision-making input of end-users. In the case of technologies for individuals with Intellectual and Developmental Disabilities (IDD), the end-users are historically left out of the design process. Further deepening the disconnect between this group and technology, they are also excluded from formal technology design knowledge sharing, such as college courses. To address this, our study investigates the efficacy of a formal classroom adaptation of co-design activities to encourage learning and participation. Through collaboration between educators and designers, we adopted user-centered co-design activities to facilitate knowledge and application of technological design methods within a class of 13 students with IDD. Findings uncovered factors contributing to co-teaching collaboration planning and reflection between educators and designers, and ways that activities can provide accessible collaborative learning environments for students with IDD by supporting collaboration, cognitive engagement, and meta-cognition. We discuss how these factors can support successful co-teacher collaborations that promote student empowerment. Finally, we contribute collaborative co-teaching strategies for educational co-design activities for individuals with IDD.

Countermeasures for the Reform and Development of Taekwondo Course in Colleges and Universities under the Background of Sunshine Sports

With the deepening of sunshine sports, colleges and universities should implement the educational concept of health first , comprehensively promote the reform and development of Taekwondo course, increase the attraction of Taekwondo course to students, promote the overall improvement of students physical and psychological quality, and enhance their team cooperation ability and cultural self-confidence. The purpose of this paper is to promote the reform and development of Taekwondo course in colleges and universities, so as to promote the realization of the goal of sunshine sports.

Developing and testing Advance Choice Document implementation resources for Black African and Caribbean people with experience of compulsory psychiatric admission

BackgroundAdvance Choice Documents (ACDs) have been recommended for use in England and Wales based on evidence from trials that show that they can reduce involuntary hospitalisation, which disproportionately affects Black African and Caribbean people. Our aim was therefore to develop and test ACD implementation resources and processes for Black people who have previously been involuntarily hospitalised and the people that support them.MethodsResource co-production workshops were held to inform the development of the ACD template and two types of training for all stakeholders, comprising a Recovery College course and simulation training. An ACD facilitator then used the ACD template developed through the workshops to create personalised ACDs with service users and mental health staff over a series of meetings. Interviews were then conducted with service user and staff participants and analysed to document their experience of the process and opinions on ACDs. Other implementation strategies were also employed alongside to support and optimise the creation of ACDs.ResultsNine ACDs were completed and were largely reported as appropriate, acceptable, and feasible to service users and staff. Both reported it being an empowering process that encouraged hope for better future treatment and therefore better wellbeing. Uncertainty was also expressed about the confidence people had that ACDs would be adhered to/honoured, primarily due to staff workload. The information provision training and the skills training were generally considered to be informative by trainees.ConclusionsThe project has developed an ACD creation resource that was reported as agreeable to all stakeholders; however, the generalisability of the findings is limited due to the small sample size. The project also highlights the importance of staff and ACD facilitator capacity and good therapeutic relationships in ACD completion. Further research is needed to determine the adjustments needed for large scale use, including for those under age 18 and those under the care of forensic mental health services; and how to include carers/supporters more in the process.

Measuring and mapping authentic assessment with a novel quantitative typology

ABSTRACT Authentic assessments are seen as a promising response to many of the challenges currently facing Higher Education. Studies have identified shared characteristics of authentic assessments, but it is also argued that the term is vague and subjective. Drawing on existing frameworks we have established a standardised measure to evaluate authenticity in the axes of product and process allowing graphical representation and mapping across programmes. We have mapped the assessments on two programmes in our institution. We show an appropriate increase of authenticity of assessment year-on-year in one programme and have identified assessments which have been altered to increase their authenticity in the other. Our tool will allow educators to estimate authenticity on their academic programmes, guide discussions and identify areas for improvement. A balanced mix of assessments in a programme ensures both skills development and knowledge requirements are fulfilled, with sustainability of assessment enabling increasingly authentic assessments over time.

Research on the transmission of the Open University of Japan courses via multi-device apps oriented to the learning ecosystem

PurposeThe purpose of this paper is to propose the need for an integrated system for the production, authoring, addition and revision of webcast content and a multi-device apps mechanism with rights management for Internet transmission in the perspective of the OUJ course reuse.Design/methodology/approachThis paper designs systems that reuse the existing OUJ courses from the viewpoint of effective utilization, combine broadcasting lectures and online lectures of the OUJ courses and seamlessly link them as media-mix contents. In contrast to content development methodologies that assume embedded content production, this paper’s methodology takes an approach to producing and authoring webcasting content, flexibly adding and revising the content and transmitting that content over the internet via multi-device apps, taking rights management into account.FindingsThere is concern about the ELSI arising from the use of generative AI. It is directed at web content. This paper can contribute to resolving the ELSI surrounding the use of generative AI because it discusses a method of learning content development that clarifies the attribution of rights to content.Originality/valueThe originality of this paper lies in the fact that it is oriented to reuse existing lectures of the OUJ courses and simplify the rights clearance for them, from the perspective of the learning ecosystem. The value of this paper is that it can also serve as a technical and legal response to the production, authoring and Internet transmission of open university courses in the era of generative AI.

University autonomy is a predictor of English medium instruction in European higher education

AbstractDespite extensive research into English as a Medium of Instruction (EMI) in higher education, few if any studies have explored the role of higher education autonomy in driving EMI. This paper tests the novel hypothesis that university autonomy—spearheaded across European higher education through neoliberally predicated ‘steering at a distance’ reforms—predicts EMI. The data are multilevel with higher education institutions (HEIs) nested inside education systems. The University Autonomy Scorecards (Pruvot & Estermann, 2017) operationalise university autonomy at the education-system level (n = 26) and measure four dimensions of autonomy: academic, financial, staffing, and organisational. We include ‘overall autonomy’ as the average. The European Tertiary Education Register provides HEI-level data (n = 1815), which we combine with a count of English-taught degree programmes (ETPs) to measure EMI, provided by Study Portals, the largest online portal of degree programmes. We conduct multilevel regression to analyse the relationships between autonomy and EMI. The results showed that overall autonomy predicts EMI in public universities (p = 0.002). Increasing overall autonomy by one point above the mean increases the likelihood of offering EMI by 9.5%. Academic, staffing, and organisational autonomy predict EMI in public universities, whereas financial autonomy does not. The first to quantify a relationship between university autonomy and EMI, this study offers new insights into how EMI comes about. By revealing a previously obscured interconnectedness between language shift and higher education governance, the study demonstrates the value added of an interdisciplinary approach and proposes a new line of inquiry for future research.

Association between preterm birth and economic and educational outcomes in adulthood: A population-based matched cohort study.

Preterm birth (PTB) affects ~10% of births worldwide; however, most literature focused on short-term clinical outcomes, with much less focus on long-term socioeconomic outcomes after PTB. We examined associations between PTB and individuals' income, employment, and educational outcomes during early adulthood. We conducted a population-level matched cohort study including all live births in Canada between 1990 and 1996, followed until 2018. Outcomes included Employment income per year in 2018 CAD and employment between ages 18 and 28 years, postsecondary education enrollment (18-22 years), and maximum educational attainment at age 22-27 years. Mean differences and risk ratios (RR) and differences (RD) were estimated using generalized estimating equation regression models for economic outcomes and multinomial logistic regression models for educational outcomes. Of 2.4 million births, 7% were born preterm (0.3%, 0.6%, 0.8%, and 5.4% born extremely preterm (24-27 weeks), very preterm (28-31 weeks), moderately preterm (32-33 weeks), and late preterm (34-36 weeks) respectively). After matching on baseline characteristics (e.g., sex, province of birth, and parental demographics) and adjusting for age and period effects, preterm-born individuals, on average, had $958 CAD less employment income per year (95% CI: $854-$1062), 6% lower income per year, than term-born individuals, and were 2.13% less likely to be employed (1.98-2.29%). PTB was also negatively associated with university enrollment (RR 0.93 (0.91-0.94) and graduation with a university degree (RR 0.95 (0.94-0.97)). Mean income differences for those born 24-27 weeks were -$5,463 CAD per year (17% lower), and adjusted RR were 0.55 for university enrollment and graduation. In this population-based study, preterm birth was associated with lower economic and educational achievements at least until the late twenties. The associations were stronger with decreasing GA at birth. Policymakers, clinicians, and parents should be aware that the socioeconomic impact of PTB is not limited to the early neonatal period but extends into adulthood.

A study protocol for a mixed-method environmental scan of contextual factors that influence lung cancer screening adherence

BackgroundThe efficacy of lung cancer screening (LCS) to reduce lung cancer specific mortality is heavily dependent on adherence to recommended screening guidelines, with real-world adherence rates reported to be drastically lower than rates described in clinical trials. There is a dearth in the literature on reminder processes and clinical workflows used to address adherence and robust data is needed to fully understand which clinical set-ups, processes, and context enhance and increase continued LCS participation. This paper describes a protocol for an environmental scan of adherence and reminder processes that are currently used in LCS programs across the United States.MethodsThis study will triangulate data using a 3-step explanatory sequential mixed methods design to describe mechanisms of current adherence and reminder systems within academic and community LCS programs to pinpoint clinic or system barrier and facilitator combinations that contribute to increased adherence. In step 1, surveys from a nationally representative sample of LCS programs will yield quantitative data about program structure, volume, and tracking/reminder processes and messages. After completion of the survey, interested LCS program personnel will be invited to participate in an in-depth interview (step 2) to explore current processes and interventions used for adherence at the participant and program level. Finally, in step 3, triangulation of quantitative and qualitative data will be completed through qualitative comparative analysis to identify combinations of components that affect higher or lower adherence.DiscussionThis research advances the state of the science by filling a gap in knowledge about LCS program characteristics and processes associated with better adherence which can inform the development and implementation of interventions that are scalable and sustainable across a wide variety of clinical practice settings.

An Exploration of Innovation of Social Practice Model of Ideological and Political Courses in Colleges and Universities

Promoting the innovation and reform of ideological and political courses in colleges and universities with a social practice model is not only the basic requirement for colleges and universities to do a good job in the teaching of ideological and political courses in the new era but also the internal requirement for deepening the reform of ideological and political education in the new era and implementing the fundamental task of “cultivating morality and cultivating people.” At the same time, innovating the social practice mode of ideological and political course is helpful to solve the problems existing in ideological and political education in the past, and integrate the core connotation and spiritual concept of ideological and political education into the ideological life of college students. Based on this, this paper analyzes the basic mode of social practice of ideological and political courses in colleges and universities, and elaborates the direction and strategy of innovative social practice mode of ideological and political courses, to improve the effectiveness of ideological and political courses and promote the sustainable development of ideological and political education.

INPUTS AND OUTPUTS OF HIGHER EDUCATION: A READING OF THE ALGERIAN HIGHER EDUCATION SYSTEM IN THE LIGHT OF THE KNOWLEDGE INDEX

Objective: The purpose of this research is to assess and understand the condition and difficulties facing the education system, in Algeria in light of the knowledge economy, with particular focus on the alignment between university outputs and labor market demands. Theoretical Framework: The study is based on the concept of the knowledge based economy model which underscores the pressing requirement for institutions to adjust to progress and changing economic landscapes. It examines the relationship between higher education outcomes and economic development in developing nations. Method: The study employs an analytical approach to evaluate Algeria's higher education system, examining public spending patterns, graduate employment rates, and the alignment between academic programs and market needs. Results and Discussion: The results indicate that with rises, in funding, for public education and enhancements educational inputs, Algeria faces persistent challenges: (1) high unemployment rates among university graduates, (2) misalignment between academic training and industry requirements, and (3) limited focus on entrepreneurship and innovation in university curricula. Research Implications: The study recommends strategic reforms including: (1) reorienting universities toward entrepreneurship education, (2) strengthening research and innovation capabilities, and (3) developing learning environments that foster creativity and practical skills. These changes aim to shift from a purely employment-focused model to one that emphasizes job creation. Originality/Value: In this study a thorough examination of the education system, in Algeria is presented within the framework of the knowledge economy., offering evidence-based recommendations for transforming universities from institutions that prepare job seekers to centers that create job creators, thereby contributing to sustainable economic development.