Development Of University Education Research Articles

Academic development for tomorrow? Claiming a clearer role for university pedagogy through a holistic framework

ABSTRACT The aim of this theoretically oriented article is to promote the educational role and purpose of academic development in higher education by suggesting a holistic framework and theoretical articulation for university pedagogy. By discussing links between university pedagogy, academic development, and broader views of university education, our framework clarifies the concept of university pedagogy in the Nordic countries. The framework encompasses four themes: (1) the relationship between educational theory and pedagogical practice; (2) the interplay between knowledge and the curriculum; (3) the university as an organization and social institution; and (4) the agency in and of academic communities. We argue that university pedagogy operating within this framework has the potential to strengthen the scholarly foundations of the development of university education. The framework can enhance critical public discourse on the purpose of university education.

Role Orientation and Functioning of Artificial Intelligence in the Professional Development of University Teachers

In recent years, under the auspices of technological development, artificial intelligence technology has penetrated into various industries, such as healthcare, industry, energy and even education. For the penetration of the education field, artificial intelligence has changed the teaching mode, teaching management, and brought unprecedented opportunities for the professional development of teachers. This paper explores the role positioning and function play of AI in the professional development of university teachers, with the goal of promoting the modernized university teacher team, after analyzing the role positioning of AI technology in the professional development of university teachers, researching the function play strategy of AI technology in the professional development of university teachers, and mentioning the limitations and challenges of AI in the professional development of teachers, teachers' role changes and It also mentions the limitations and challenges of AI in teachers' professional development, teachers' role transformation and competence requirements, so as to further improve the framework of AI's promotion of teachers' professional development in universitys and universities, and to strengthen the foundation of teachers' development in universitys and universities in China with the help of AI technology, so as to provide a "big country's good teacher" for high-quality higher education and promote the modernization and high-quality transformation of higher education in China.

‘I view teaching differently’: identity development of university teachers doing professional doctorates

ABSTRACT Through the lens of identity, this study explored the lived experiences of two Chinese university English-as-a-foreign-language teachers who were doing a professional doctorate for professional development. Adopting a narrative case study design and informed by activity theory, the study drew on a rich dataset comprising narrative frames, interviews, informal communications, netnographic observations and artefacts. Thematic and activity systems analyses revealed how the two focal teachers developed different identities through interacting with the external influences in the dual activity systems of professional work and doctoral study. In particular, the analyses unravelled hidden structural tensions inherent in the dual activity systems and showcased the participants’ mediated actions and strategies for dealing with these tensions. The study suggests developing sustainable mechanisms and tailored programmes to support in-service teachers’ degree studies, while also calling for teachers to creatively retool contextual affordances for continuing professional development.

대학 인성교육의 방향과 과제

The purpose of this study is to examine the concept and meaning of character education, and then to find the possibilities and limitations revealed during the development and operation of 『Theory of Character Education』 as a liberal arts course at S University, and to suggest its own outlook on the direction of development of character education in universities. To this end, the contents of 『Theory of Character Education』 and the development process of teaching materials were examined in detail, and then the actual conduct of character education classes, teaching methods, and evaluation processes were critically reflected. In this study, character education was reconceptualized as “humanity education” in the sense of “education that cultivates human beings as human beings”. This conceptualization suggests that character education embraces the individual and the community, embodying the spirit of autonomy, caring, and solidarity that education strives for, and ultimately contributing to the development of humanity. As the case studies clearly demonstrate, university character education should also contribute to individual self-realization and community development. From an individual perspective, university character education needs to include “Mom” education, which includes the preservation and development of a healthy body and sex education; mind education, which aims to foster healthy emotions and morality; and intellectual education, which focuses on fostering wisdom and creativity. From a community perspective, university character education should be expanded to include basic order education, civil and civic education to foster dialog and communication skills, and global citizenship education to foster interculturalism or global citizenship. In line with the content of character education, the methodological principles of character education need to be established based on the two pillars of fostering subjectivity and citizenship. In a democratic society, each individual should develop their own subjective capabilities and strengthen their civic capabilities as a member of the community. As the healthy social development of students is emerging as an important element of college character education, it is necessary to actively consider social-emotional learning (SEL) in the future.

Teaching award winners – (in)visible best-practice examples? Findings from Austria and Switzerland

ABSTRACT This contribution focuses on the institutional and the individual significance of teaching awards in higher education: (1) How do recipients of teaching awards influence the development of university teaching? (2) (In what ways) Can teaching awards promote academic careers? To clarify these questions, we draw on data from two online questionnaire surveys of award winners from Austria (n=64) and Switzerland (n=131). The results indicate that universities use award winners only to a limited extent as a resource for the institutional development of teaching. In approximately a quarter of the cases, the award had a positive impact on the academic career of the recipients.

Teaching and Learning Social Innovation and Entrepreneurship in Higher Education: A Scoping Review

Social innovation and entrepreneurship (SIE) has emerged as a well-recognised field of practice and research amidst the intensified societal focus on complex social and environmental problems. Universities, as critical producers of knowledge and talents, are increasingly expected to create academic offerings that nurture leaners’ capacities for positive social change. However, research on SIE educational processes remains scant and is scattered among various disciplines. There is a lack of understanding of the overall development of SIE education in universities. This scoping review fills this gap by providing an overview of what drives universities’ adoption of SIE education and the current SIE curricula. It integrates studies that describe various SIE courses, focusing on curricular content, pedagogical practice, and outcome assessment. The review (1) identifies the major educational aims underpinning universities’ SIE offerings, (2) develops an integrative framework that specifies four approaches to SIE education, (3) synthesises and illustrates SIE teaching and learning practices, and (4) outlines opportunities for future research. The framework differentiates between education ‘about’, ‘for’, ‘through’, and ‘embedded with’ SIE. These approaches differ in the way educators conceptualise SIE and the way students engage with societal problems. The review also points to substantial gaps in our understanding of how to assess the impact of SIE education and how to sustain these novel educational practices within the university. It provides a base for integrating and advancing knowledge across the largely disparate literature on SIE education and highlights avenues for future research that can unpack SIE educational processes.

Exploration of Teaching Development Strategies for Double-Qualified Teachers in University-Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development, and from the perspective of role conflict in social psychology, proposes policy recommendations for the development of clinical teachers in medical colleges, including following different stages of teacher development and designing teaching development strategies at different levels; designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers; and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

Practice and Reflection on Socialist Thought with Chinese Characteristics in the New Era in College Education

Higher education, as a key area for cultivating high-quality talents and future socialist builders, must comprehensively and deeply implement the Socialist Thought with Chinese Characteristics for the New Era, and continue to explore and optimise it in practice to meet the needs of the times. At the practical level, colleges and universities across the country have actively responded to the call of the Party and the government to deeply promote the wide dissemination of the Socialist Thought with Chinese Characteristics for a New Era on campuses and the deepening of people's hearts through multiple dimensions such as reform of the on-campus curriculum system, construction of teaching staff, and ideological and political education of students. Colleges and universities have endeavoured to build a comprehensive education system covering philosophy and social sciences as well as natural sciences, and to strengthen national awareness, historical awareness, and cultural self-confidence, so as to make them the cornerstones of students' learning and growth. At the level of thinking, educators and university administrators generally agree that the effective internalisation and educational practice of socialist thinking with Chinese characteristics in the new era requires the refreshing of classroom teaching content, the innovation of teaching methods and the creation of campus culture. In addition, emphasising the cultivation of students' critical thinking and independent thinking, and continuously improving their ability to solve real-world problems are also key in educational practice. This not only requires teachers to impart knowledge, but also focus on guiding students to have a deep understanding and rational evaluation of social phenomena. However, there are many challenges in the practice of socialist thought with Chinese characteristics in the new era in colleges and universities. Such as how to adhere to and develop the road of socialism with Chinese characteristics in the context of globalisation, how to strengthen and improve the ideological and political work of colleges and universities under the conditions of the market economy, and how to better solve the problem that the mechanism of nurturing people in colleges and universities is not adapted to the needs of social development, etc., which all need our in-depth thinking and active exploration of the solutions. In the future, the practice of Socialist Thought with Chinese Characteristics in the new era in college education will pay more attention to cultivating students' practical ability and innovation ability, pay more attention to the inheritance and promotion of traditional culture, and put more emphasis on humanistic care and whole-person education in education. Through such practice and thinking, it will not only provide intellectual support and talent guarantee for the development of university education and the cause of socialism with Chinese characteristics, but also create a broader space for the comprehensive development of all students and the realisation of their personal dreams.

The Effects of Short Online Pedagogical Courses on University Teachers' Conceptions of Learning and Engaging Students During Lectures

Pedagogical training has been seen as an efficient tool to train university teachers to understand and foster active learning. The aim of this study was to examine the effect of a short online pedagogical training course on the development of university teachers’ conceptions of active learning from two perspectives: the role of prior knowledge and engaging their students during lectures. The effect of the training was measured through self-reports questionnaires of university teachers before and after the pedagogical course (N=108). The results showed an increase in the teachers’ perception of the importance of prior knowledge in the learning process and a decrease in the idea of learning as remembering. Additionally, the awareness of developing engaging lectures increased after completing the course. The outcomes indicate the benefits of short pedagogical courses for pedagogical development and especially for academics who have not had any prior studies on pedagogy.

A Questionnaire Survey on AI+Education Counting

In recent years, with the rapid development of the Internet technology, the integration of technologies and education has greatly promoted the reform and development of university education. Based on analyzing the influence and impact of AI on university education, the paper puts forward the undeniable problems that need to be solved. The survey finds that although AI has obvious advantages in reforming teaching content, enriching teaching methods, and optimizing learners' learning experience, and it still needs to be constantly improved in the process of educational application.

Discussion on the Construction of SWPU Smart Library Evaluation Indicator System

With the rapid development of information technology, especially the wide application of artificial intelligence, big data and cloud computing and other technologies, the management mode of libraries is also undergoing a profound change. From the traditional management mode based on paper books, it is gradually transformed into a smart library mode characterized by digitization and intelligence. In this context, the construction of SWPU smart library has become an important issue. In order to ensure that the construction of SWPU smart library can keep pace with the times and meet the needs of teachers and students, this paper adopts the Delphi method to construct the evaluation indexes as well as the weights of the indexes, aiming to provide scientific and reasonable guidance for the construction level of SWPU smart library. In this paper, we first determined the evaluation index system of SWPU smart library, including smart technology and facilities, smart resources, smart services and other aspects. Then, we invited experts in the fields of library management and information technology to evaluate these indicators and their weights using the Delphi method. Through several rounds of solicitation and feedback, the experts reached a relatively unanimous opinion on the evaluation indicators and their weights of SWPU's smart libraries. On this basis, we conducted a comprehensive evaluation of the construction level of SWPU Smart Library and put forward corresponding suggestions for improvement. These suggestions will provide strong support for the future development of SWPU Smart Library so that it can better serve the students and faculty and promote the development of university education.

The educational development of university teachers: mapping the landscape

This article presents the results of a scoping review designed to explore the current state of knowledge about the educational development of university teachers. More specifically, the study examined the definitions attributed to educational development, its aims, the factors that foster it and the variables studied in this field. A thematic analysis was conducted on 98 scholarly documents published between 2000 and 2022. The results indicate that the field of educational development is mainly characterized by ideological and political rather than scientific dimensions. Consequently, the focus is on desired changes in educational development, reflecting a high degree of desirability. Furthermore, the results highlight the individualistic nature of the starting point of professional learning process, suggesting that institutional conditions and resources should be adapted to accommodate the diversity of learning trajectories. This study contributes to a comprehensive understanding of the complex landscape surrounding the educational development of university teachers, highlighting the need for nuanced approaches to promote teaching quality and professional development in the context of higher education.

Realistic Problems and Practical Paths of "Three-Wide Education" in Higher Education Based on Text Analysis and Mining

"Three complete education" is a powerful attempt to meet the requirements of the times. Students must have high quality, and they are compound talents who meet the requirements of the times "Universal education" is to provide students with comprehensive training to improve their cultural level and spiritual and moral level to meet the requirements of future social competition. To study the comprehensive reform and development of the moral education in universities, this paper reviews and standardizes the formation and development of the comprehensive reform in universities, which is related to the development of the comprehensive reform from three aspects: strengthening the system interconnection in the process of all staff training, strengthening the effective interaction between cultures in the whole process, and ensuring the complete organic integration of cultures. It puts forward a solution to the comprehensive reform of "three complete education" for universities. Provide some reasonable suggestions for the intensive development of moral education in universities.

The Impact of Big Data on the Teaching Development of University Teachers in the Mobile Internet Era

With the continuous development and progress of network and information technology, Internet + has gradually penetrated into various fields. Internet + is to apply Internet technology to various traditional industries, organically combine traditional industries with information technology, and develop traditional industries. In order to objectively and accurately evaluate the teaching quality of college teachers, a teaching quality evaluation method based on sawfcm algorithm is proposed. This method takes the influencing factors related to teaching quality as samples in the feature space. Each run re classifies each state and updates the weight of each sample based on the current data, but it is highly dependent on the randomly selected initial clustering center and the randomly generated initial membership matrix. Taking our university as an example, the experimental analysis is carried out to verify the feasibility of the model.

Landscape of practices of educational activities and youth policy in universities (based on the experience of holding a review-competition of the best practices in the implementation of youth policy and organization of educational activities at the university)

The article is devoted to the analysis of the essential characteristics of educational practices and youth policy in educational institutions of higher education in the Russian Federation. The authors analyze a large data set, which included a description of 581 practices obtained during the Review-Competition of the best practices in educational activities and youth policy, organized by the Ministry of Science and Higher Education of the Russian Federation in 2022. The article characterizes the target, content, technological, subjective profile of educational practices and youth policy. The authors come to the conclusion that universities have emerged as an integrative subject of educational activities and youth policy. The analysis made it possible to record several significant characteristics that determine the modern landscape of education in universities: an imbalance of the target group of practices (dominated by junior undergraduate students); closedness of the university system of educational work; the dominance of the organizers of educational work in the subjective profile of practices; insufficient technologization of practices; insufficient development of mechanisms for assessing the effectiveness of educational practices. The identified characteristics and barriers can become the basis for continuing the discussion about promising directions for the development of education in universities. In addition, the characteristics identified in the competition can become the basis for the introduction of effective educational formats, in accordance with the state request, the characteristics of the university environment and the student’s request.

Development of University Education in Yemen

Development of University Education in Yemen

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

Private Sector Participation and the Development of University Education in the Nigeria’s Fourth Republic, 1999-2021: A Historical Analysis

The main thrust of this paper is to historicize the involvement of the private sector in the development of university education in Nigeria in the Fourth Republic. While the year 1999, marked the commencement of the birth of the second batch of private universities in Nigeria, the year 2021 was when the last batch of private universities were granted provisional licenses of operation by the Federal Government. History of educational development in Nigeria has its origin in the activities of the private sectors, that is, the Christian missions. Their involvement in the development of western education in the country between the late 19th and 20th centuries was mainly confined to the provision of primary and secondary education. Up to the birth of the Fourth Republic in 1999, the provision of university education in the country was exclusively the responsibility of both the Federal and the State governments. Although an attempt was made during the Second Republic, 1979-1983, to encourage private sector participation, this eventually failed. However, with the return to civil rule in 1999, the country witnessed the emergence of the second attempt towards private sector involvement in the development of university education. The paper argues that the active involvement of the non-state actors in the delivery of university education in Nigeria since 1999 has helped in improving efficiency in delivery, expanding service coverage as well as increasing manpower production. The methodology adopted for this work is historical, qualitative and quantitative, utilizing materials from both primary and secondary sources.

Possibilities and prospects for the professional development of university teachers in the conditions of digitalization

Relevance. The relevance of the study is due to insufficient study of the issue of implementation of measures to develop the professional competences of university teachers, taking into account available digital technologies and gadgets in the Republic of Kazakhstan.Purpose. This article is aimed at identifying the most promising teacher training programs, taking into account the mass digitization of the educational environment, which can practically lead to an increase in the efficiency of higher education in Kazakhstan and, as a result, contribute to the economic development of the state.Methodology. The leading approach to the study of this problem is the method of a natural experiment, with the help of which it was possible to assess the effectiveness of classical and innovative methods of professional development of university teachers. In addition to the natural experiment method, the article used system analysis, logical analysis, synthesis, deduction, classification, comparative analysis, observation and interviewing of respondents.Results. The article presents the results of a cross-sectional study: the digital literacy skills necessary for a university teacher are described, which allow for the safe and productive use of digital technologies and gadgets, the five spheres of a university teacher's activity are presented, which are constituent elements of a teacher's professional activity, formal and informal ones are disclosed educational events aimed at the development of professional competences, two educational programs were developed and implemented; a comparative analysis of the results of the survey of respondents and their assessment of the effectiveness of the completed programs was carried out, the parameters for evaluating the prospects of the teacher's professional development in the conditions of digitalization were proposed.Conclusions. The materials of the article represent practical value, as in practice they demonstrate the effectiveness of digital technologies used for the professional development of university teachers.

Exploring the Long-Term Mechanism of the Construction of College Teachers’ Ethics in the New Era Under the Concept of “Sanquan Education”

This paper takes the long-term mechanism exploration of the construction of teachers’ ethics in the new era under the concept of “Sanquan education,” aiming to explore how to establish a long-term mechanism of the construction to meet the needs of college education development under the background of the new era. A series of targeted measures and suggestions are put forward, including improving the system and mechanism, strengthening the education and training of teachers’ ethics, and establishing the evaluation and assessment mechanism. The implementation of these measures can promote the formation of the long-term mechanism of the construction of teachers’ ethics in colleges and universities, improve teachers’ ethics and behavior quality, and provide strong support for the development of education in colleges and universities.