Academic Environment Research Articles

Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education

Collaborative learning has emerged as an effective educational strategy that fosters student interaction and enhances learning outcomes. This paper examines how collaborative learning approaches, such as group projects, peer feedback, and cooperative tasks, influence student motivation and academic performance in higher education. The study reviews key theories and empirical evidence supporting the positive impact of collaborative learning on student engagement and achievement. It also highlights the challenges of implementing collaborative learning in diverse academic environments, such as issues related to group dynamics and individual accountability. The paper concludes by offering practical recommendations for educators seeking to integrate collaborative learning methods into their teaching practices to improve student outcomes.

GENDER-INCLUSIVE LANGUAGE USAGE IN ACADEMIA: EXPLORING PRE-SERVICE TEACHERS' PERSPECTIVES

The utilisation of gender-inclusive language, aimed at promoting equal treatment between men and women, has sparked both positive and negative reactions in Spanish society. Consequently, it has evolved into an ideological issue that transcends linguistic boundaries. This study examines the perceptions of pre-service teachers regarding the use of non-sexist language in the academic environment. Specifically, it analyses the current level of usage and acceptance among the study population, while also investigating the correlation between the language of instruction (Spanish vs. English) and participants’ stance on this matter. Given the ongoing debate surrounding its usage, it is essential to identify the factors that influence the opinions of student teachers. Ad hoc questionnaires were administered to a non-probabilistic sample of 348 undergraduate students from Spain. The results indicated widespread adoption of inclusive language, with most participants considering it necessary in daily life and academia. Non-biased linguistic forms were notably prevalent in the L1 context, and nearly half reported using them to enhance academic performance. Age and academic year did not significantly influence these perceptions, as confirmed by Spearman’s correlation analyses. However, gender and university degree emerged as critical factors, with female participants showing a stronger inclination toward its use for academic purposes.

UNDERSTANDING THE ADOPTION AND IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGIES ON CLIMATE CHANGE AWARENESS: EVIDENCE FROM UNIVERSITY GRADUATES IN PAKISTAN

Climate change is a pressing issue that significantly impacts agriculture, health, biodiversity, water resources, forests, and the socioeconomic well-being of populations, particularly in developing and least developed nations. Raising public awareness of climate change through accurate knowledge is a key strategy to encourage proactive mitigation and adaptation efforts. This study investigates the use of Information and Communication Technologies (ICTs) by university graduates to enhance climate change awareness, focusing on the role of both educators and students in knowledge transfer within academic environments. The research was conducted across 15 major universities in Pakistan, using a structured questionnaire to collect data on demographic, socio-cultural, technological, and economic factors influencing graduates’ awareness and perceptions of climate change. A binary logistic regression analysis was used to assess the impact of ICTs on climate change awareness. The results indicate that access to smartphones, agricultural magazines, news bulletins, newspapers, television, and internet connectivity significantly enhances climate change awareness. However, access to radio and computers or laptops did not show a significant impact. Universities should integrate ICT-based training and outreach activities into their curricula, promoting technological solutions that address climate change challenges. Furthermore, collaboration between technological solution providers, environmental departments, and academic institutions is recommended to design ICT-driven strategies for raising climate change awareness among the youth.

The Phenomenon of Power: The Social and Psychological Foundations of Power Relations

Today, in the academic environment and on the practical level, many methods are used to assess the motive of collective and internal (personal) power. At the same time, less and less attention is being paid to the issue of the phenomenon of power itself, epistemological and ontological side of it. In this work, variety of approaches to the analysis of the phenomenon of power are considered, evidence is provided that power, first of all, has a social basis and the motive of expanding power is an internal engine for all human activity. In order to form clear definitions related to such a complex phenomenon, it became necessary to integrate the ideas of power of many authors. However, due to the breadth of the notion of power, it is difficult to reduce it to one simple definition. The reader needs to understand the impossibility of fully covering everything related to the phenomenon of power in one scientific article. One of the indirect goals pursued in this work is to revive the discussion about the foundations of the concept of power and power relations.

Methods and Techniques of Subconscious Manipulation on Students' Psychological Well-being in Educational Contexts

Background: Many educators consider learning and teaching to be more vital school factors than implementations of awareness programs to prevent hidden communication tactics that negatively influence students' mental health. It is challenging to identify concealed forms of communication on a subconscious level as a cause of mental health problems among youth and students in higher educational contexts. The study determines methods, techniques, and technological means relevant to subconscious communication and their impact on students' psychological well-being in academic environments. Methods: This reflective study comprised several papers on subconscious communication and a critical appraisal to answer formulated research questions. Traditional literature reviews have been supplemented by critical reflection. Results: The study discovered the various methods and techniques of subconscious manipulation that may guide students and educators in detecting early signs of technology-driven subconscious communication. Finally, the study proposed multidisciplinary research that can help address the challenges of the subconscious influence on students’ psychological well-being. Significance: The results of this study may contribute to promoting students’ and educators' awareness and understanding of subconscious communications in educational environments.

Benefit Versus Risk Deliberations on Revisions, Corrections or Rejections of Manuscript Submissions: Reflections of an African Woman Scholar in Audiology

ABSTRACT The academic landscape is fraught with challenges, particularly for scholars whose identities intersect with marginalised backgrounds. This reflective paper explores the nuanced implications of revisions, corrections or rejections (RCRs) on the academic journey of a Black isiZulu-speaking African woman scholar in Audiology from South Africa. It contends that the effects of RCRs extend beyond the confines of a single manuscript, impacting the scholar’s sense of self, existence within the academic realm, and the deliberate ‘cancelling’ of one’s knowledge. Focusing on the unique challenges faced by African scholars, particularly the perceived emphasis on publishing as a measure of belonging, the paper employs a benefit-risk evaluation lens. This approach delves into the complex interaction between personal and environmental factors, shedding light on the multifaceted considerations that African scholars grapple with to establish their presence within the academic sphere. The paper outlines the well-known ‘publish or perish’ phenomenon, emphasising the hypercompetitive nature of the academic and research environment. Peer review, considered a critical component in the publication process, is explored for its role in quality assurance. However, the paper contends that the peer review process can inadvertently perpetuate inequalities, especially for scholars from underrepresented backgrounds. Thematic analysis of reviewer reports from papers I recently submitted forms the core of the paper. Seven emergent themes, such as the influence of proximity to native English speakers and the dominance of Western narratives, illustrate the challenges I faced in both local and international journals. Notably, the paper provides direct quotes exemplifying each theme, offering a very personalised perspective on the adversities encountered during the publication journey. The paper situates the field of audiology within the broader context of institutional and systemic racism, highlighting the underrepresentation of certain racial groups within the profession. It argues that this underrepresentation extends to knowledge generation and publishing, perpetuating the normalisation of Euro-American-centric norms and the exoticisation of Afrocentric standards. The reflective paper concludes by asserting that epistemological racism, intertwined with individual and institutional racism, stifles my pursuit of decolonisation and Africanisation of speech-language and hearing knowledge and practice. It contends that the peer review process, often Euro-American-centric, contributes to the silencing and exclusion of diverse knowledges, hindering local knowledge development and intellectual practices. In navigating the academic minefield, the paper calls for a re-evaluation of existing norms and practices within the peer review process to create a more inclusive and equitable academic environment for scholars with diverse backgrounds.

Resilience and Student Integration in Higher Education

Entering the academic environment requires students to adapt to certain changes and accept challenges related to a new learning environment. Young people bring with them significant concerns and expectations regarding the organisational climate, the specific nature of activities, learning strategies, as well as social relationships. Many of these changes encountered by students often become overwhelming, exerting a varied psychological impact. This study is part of a more extensive programme aimed at maximising adaptive strategies and optimally integrating students into higher education, while enhancing resilience across all age groups. This investigative approach provides valuable quantitative data to design and implement support programmes, counselling, mentoring, and coaching. The study aims to highlight that, in the process of integration, each student’s ability to demonstrate resilience is crucial; this resilience implies certain complex adaptive systems that are, at the same time, in constant evolution, underscoring the dynamic process of adaptability. Thus, the university must offer both individual and group counselling packages tailored to the student’s specific needs. Understanding the factors that lead to successful academic adaptation is therefore essential in establishing intervention models and strategies to provide counselling and support to all students, with particular focus on those at educational risk. Accordingly, students' resilience and capacity for integration constitute a multi-faceted process, determined and closely linked to a network of interactions between psychological and interpersonal constructs.

The Role of Interpersonal Communication in Maintaining The Mental Health of University Students in Makassar: A Phenomenological Study

Maintaining mental health among university students is a growing concern, especially in culturally rich regions like Makassar. This study investigates the role of interpersonal communication in supporting the mental well-being of students in Makassar. The research aims to understand how students utilize interpersonal communication to address mental health challenges and adapt to academic and social environments. Using a qualitative approach with an interpretative phenomenological design, in-depth interviews were conducted with ten students from various study programs in Makassar. The findings reveal five primary functions of interpersonal communication: (1) serving as emotional catharsis, (2) establishing social support systems, (3) managing conflicts and academic pressures, (4) aiding cultural adaptation for migrant students, and (5) facilitating mental health care through technology. The research highlights the influence of local cultural values, such as sipakatau (mutual respect) and siri' na pacce (a sense of shame and empathy), on the ways interpersonal communication is practiced. The results underscore the importance of interpersonal communication skills in equipping students for academic and professional challenges. These findings have critical implications for higher education institutions in designing mental health support programs that are culturally sensitive and address students' interpersonal communication needs.

Influence of Digital Management on the School Improvement at Beijing Normal University

The adoption of digital management in educational settings, specifically at Beijing Normal University (BNU), reflects the ongoing transformation of academic environments through technology. This study explores the comprehensive impact of digital management practices on school improvement. Specifically, the study aims to investigate the influence of six dimensions of digital management, including school visions, school leadership, pedagogical practices, teaching community practices, school-level knowledge practices, and digital resources, on school improvement at Beijing Normal University. Employing a quantitative research methodology, this study utilizes correlation and regression analyses to assess the impact of digital management practices on school improvement. Data were collected via structured surveys from a sample of 351 teachers at BNU. The findings indicate significant positive correlations and effects across all digital management dimensions on school improvement, with school-level knowledge practices and pedagogical practices showing higher substantial influence. This study contributes to the understanding of digital management’s pivotal role in enhancing educational quality and administrative efficiency in higher education settings. It offers a validated framework for other institutions aiming to leverage technology for comprehensive school improvement

The challenge of belonging: Exploring collegiality and incivility in the transition to academia for nurse clinicians

BackgroundRegistered nurses are ethically and professionally obligated to foster sustainable and respectful workplaces. However, when transitioning to academia, many nurses encounter unexpected challenges, including hierarchical and individualistic environments that contrast with the collaborative ethos of clinical practice. MethodThis qualitative study explored the experiences of 11 registered nurses from six Australian universities as they transitioned into academic roles. Participants highlighted a pervasive lack of collegiality and feelings of alienation within their institutions, impacting their integration and professional development. DiscussionThe findings reveal a significant disparity between participants' expectations of collegiality and their lived experiences. Participants reported isolation, limited mentorship, and insufficient support, which hindered their ability to navigate academic roles effectively. These outcomes underscore the need for academic institutions to adopt structured, supportive systems and cultivate a collegial culture that prioritises inclusivity and collaboration. ConclusionThis study emphasises the importance of collegiality in fostering a sense of belonging among novice nurse academics. Academic institutions must create supportive, collegial environments that nurture new staff, promote open communication, and cultivate a sense of value and belonging. Addressing these challenges will improve transition experiences, enhance retention, and contribute to more positive academic environments.

The hidden impact of bullying and harassment in biotechnology and biomedical engineering

The adverse effects of academic bullying and harassment, which are longstanding issues within academic environments, on industry sectors have been inadequately addressed. This commentary explores the detrimental impacts of bullying and harassment in the biotech and biomedical engineering industries, including reduced employee morale, increased turnover, impaired collaboration, and hindered innovation.

An Investigation into the Effects of Culture Shock on Freshmen EFL Students at the University of Labor and Social Affairs, Ho Chi Minh City Campus

This study explores the impacts of culture shock on freshmen English as a Foreign Language (EFL) students at the University of Labor and Social Affairs (Ho Chi Minh City Campus), with a particular focus on the psychological, emotional, and academic challenges they encounter during their transition to urban life. Culture shock, a multifaceted phenomenon involving emotional, psychological, and cognitive stressors, can significantly hinder students’ adjustment to new cultural and academic environments. The study identifies several key negative effects, including confusion, fear, homesickness, and discomfort, all of which interfere with language learning and social integration. Through qualitative methods, including semi-structured interviews and group discussions, the research uncovers students' experiences of psychological distress and their struggles with adapting to urban lifestyles and communication barriers. In addition to these challenges, the study highlights effective coping mechanisms, such as pre-arrival preparation programs, fostering cultural acceptance, and cultivating a positive mindset, which help students navigate the adjustment process. The findings emphasize the importance of pre-arrival training and the integration of Social Emotional Learning (SEL) strategies within the curriculum to promote both academic success and emotional resilience. The research concludes by advocating for a holistic approach to student support, where universities implement comprehensive strategies that address the emotional, social, and academic needs of EFL students. By focusing on these areas, institutions can reduce the negative impacts of culture shock, ensuring students’ successful integration into the academic community and enhancing their overall well-being.

Advancing Visual Literacy: Innovative Use of Artificial Intelligence Generated Meme Images as an Effective Tool in the Context of Media Communication

This article explores research into the use of meme images generated by artificial intelligence as a means of media communication in the context of students oriented to work in the cultural and creative industries sector. The aim of the primary descriptive research is to analyse the ability of future cultural and creative professionals in the context of visual literacy to distinguish the source of content, i. e. to identify whether a given image comes from an artificially intelligent system or from a human user. The paper registers the impact of these technological tools on students’ communication skills and creative potential and evaluates the possibilities of their integration into the educational process. Furthermore, this research provides insight into how emerging technologies, like AI, could be integrated into educational processes to support innovative teaching methods. By assessing the benefits and challenges of incorporating AI-generated content in academic environments, the study highlights the importance of preparing students for a future where AI is a key element of media communication. This perspective underscores the role of educational institutions in equipping students with the skills to critically engage with and leverage AI tools, thus fostering a media-savvy and adaptable workforce ready for the demands of the cultural and creative industries. The findings of this research will contribute to understanding the impact of AI on student competencies in media communication, offering a valuable resource for academics and educators seeking to integrate new technologies into their teaching practices.

How Educational Institutions use Social Media Platforms to Engage Students, Promote Online Communities and Build a Sense of Belonging

This study seeks to explore the role of social media in enhancing the involvement of students, feelings of belonging, and collaborative behavior in the academic environment while trying to understand how these platforms may impact the safety of the university as well as obstacles to crime. The study, focusing upon the case of universities in Punjab, Pakistan, that include University of Punjab, University of Education, and so forth, analyzes how the social media levels, whether Facebook, Instagram, or Twitter, assist in creating online communities in mutual interaction as relations become institutionalized and thus minimize the risks for security. Social media turns out to be an important platform, both in terms of communication and coordination while also putting it to good use for spreading awareness regarding crime prevention and reporting of incidents. Thus, the study is conducted by using a quantitative research design with a sample of 274 students selected through snowball sampling, who completed structured surveys. Data were analyzed through multiple linear regressions, ANOVA, and post-hoc Tukey's HSD tests using SPSS software to explore the impact of social media use on student outcomes and their perceptions of safety. The results indicated that Facebook significantly influenced student involvement with the university, whereas a sense of belonging was created with a relatively less powerful influence of Instagram and Twitter. The study reports on how Facebook and Twitter are also seen to positively disseminate information regarding campus security concerns, where students can provide safety tips and issue various complaints about suspicious activities. Therefore, the findings of this research suggest that social media, such as Facebook, can be used by institutions of learning to facilitate peer-to-peer and peer-to-student collaboration and enhance the feeling of belonging and attachment to an institution while at the same time providing a safer camp environment. Recommendations In conclusion, universities are advised to take decisive actions on formulating strategies towards effective use of social media that might improve the overall student experience, engagement, and crime prevention.

An Online Knowledge-Based Support System

Technology advances have touched all the fields of human life, and the educational system is not an exception. Students in Nigerian universities experience challenges in their early or later stages of school due to a lack of a knowledge-based support system. This results in massive failure and confusion in later days in school. A knowledge-based online support system has been developed and implemented in this paper to improve academic support services for students and faculty members in the university. The need for such a support system stems from the various academic problems that the students often experience, including a lack of answers to certain questions, which can result in academic failure, taking too long to graduate, or dropping out of the university altogether. The system is web-based; therefore, users can access the necessary information when needed, and, in most cases, it solves common academic issues in a short time using the web. Following the Agile software development methodology and employing a client-server architecture, the system was designed in a user-friendly and efficient manner. Highlights of the system include an extensive database of FAQs, real-time interactive services, and multi-typed query handling. Testing phases were performed and integrated, and modular testing showed that the system worked as intended, providing valid inputs and also flagging any invalid inputs without causing the system failures, and performing provisions for user corrections. The results suggest that the online support system could enhance the academic environment at AE-FUNAI and therefore would benefit students and staff members alike. Nevertheless, certain limitations still prevail, such as poor internet access, which calls for constant enhancement and provision of support to the system.

Assessing the Effect of Rewards on Academic Staff Performance in Uganda's Public Universities

The persistent decline in academic staff performance at Uganda's public universities prompted this study to investigate the effect of rewards on their performance. Using an exploratory sequential research design, data were collected from 350 academic staff through self-administered questionnaires and analyzed using descriptive statistics and linear regression, alongside interviews with 13 academic staff, which were analyzed using content analysis. The findings reveal that while rewards are a statistically significant predictor of performance, their influence is modest, accounting for 7.6% of the variation in teaching performance, 12.5% in research performance, and 9.6% in community service performance. These results suggest that while rewards positively impact academic performance, their limited predictive power indicates that other factors play a more significant role. The qualitative findings supported the quantitative data, highlighting the importance of additional influences such as professional development, workplace environment, and institutional support. As a result, it is recommended that public universities not only strengthen reward systems but also adopt a comprehensive approach that addresses these other factors. This holistic strategy will help create a more conducive academic environment and ultimately enhance the overall performance of academic staff

Enhancing Community Participation in Government-Funded School Projects in Morogoro Region

The study investigated the strategies for enhancing community participation in government–funded school project in Morogoro region. The study used case study research design to determine the strategies from a total sample of 23 comprising of 10 Head Masters, 1 Ward Councillor, 2 Ward Educational Officers and 10 School Board Chairmen. Semi-structured interviews were used in collecting data which were then analzyed using thematic analysis. The study found that, early community involvement in project design ensures educational initiatives are more relevant, effective and sustainable. Community contributions in constructing classrooms and laboratories, supported by government funding, enhance the academic environment and promote practical learning opportunities, particularly in science. Furthermore, engaging the community in supervising and securing school projects strengthens accountability and fosters a sense of ownership, improving long-term project sustainability. The study recommends that government-funded school projects should actively involve community members from the outset to reflect local needs, encourage participation in building educational facilities through various contributions, provide clear guidelines for overseeing projects, maintain ongoing community engagement for security and upkeep, and implement training programs to enhance management and collaboration skills among school and community leaders.

Motivations, experience and satisfaction of international students towards India as a study destination

In contemporary times, educational institutions have increasingly prioritized efforts to attract international students, dedicating substantial resources to this endeavor. This study aims to explore the motivational factors that shape the decision-making processes of international students in choosing India as a destination for higher education. By offering a comprehensive analysis, the research seeks to elucidate the key drivers behind international students' choices and provide insights that can guide the formulation of effective strategies to enhance the recruitment and retention of international students in India. Employing quantitative research methods, the study investigates the interplay between international students' experiences, university reputation, and financial considerations, and how these factors influence the perceived value of India as an educational destination. The findings offer valuable implications for policymakers and education providers seeking to elevate India's attractiveness to the global student community. The research reveals that international students are particularly drawn to Indian universities with strong academic rankings, high-quality teaching, and a safe and supportive academic environment. Additionally, social networks play a pivotal role in shaping the decision-making process. It is recommended that developing countries, including India, focus on marketing strategies that emphasize their academic strengths, teaching excellence, and safety. Furthermore, universities should actively pursue international partnerships to expand their global reach and position themselves as preferred destinations for higher education.

Social Justice in Higher Education

This research explores the deep-rooted social injustices within higher education, focusing on marginalized groups such as backward classes and marginalized classes. Conducted as part of a social justice course, the study aimed to highlight the inequities these communities face in educational institutions. Through interviews with students and teachers, we sought to understand how systemic discrimination, lack of resources, and social hierarchies affect their access to education. Our goal was to uncover the ongoing struggles for equality and justice that the historically and socially marginalized community face in these academic environments. The findings revealed significant gaps between policies like reservations and their real-world impact. Students from marginalized communities reported experiencing stigmatization and a lack of institutional support, which hindered their academic progress. Educators also faced challenges in effectively teaching social justice concepts, with many citing a lack of student maturity and understanding. The curriculum, though evolving, was noted to inadequately address the specific needs of marginalized underprivileged groups, and the influence of media, both positive and negative, was identified as shaping social justice awareness. This study highlights the urgent need for educational reforms, particularly in the integration of social justice and human rights into the curriculum, especially for teacher training. It emphasizes that while policies like reservations are crucial, they must be accompanied by a broader, more empathetic approach to dismantle systemic barriers. The research calls for an inclusive educational environment where educators are empowered to address these issues and foster equity and awareness in their students. Themes identified include: Discrepancy Between Policy and Practice, Stigma Surrounding Reservations, Need for Enhanced Faculty Training, Social Exclusion and Discrimination, Collaborative Solutions for Improvement.

Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis

This research investigates the relationships between perceived school climate, collective teacher efficacy, teacher self-compassion, and their combined impact on the subjective well-being of Chinese university teachers (n = 617). Utilizing a social-ecological framework, we employed structural equation modeling (SEM) to examine these relationships. Our findings reveal direct positive associations between perceived school climate and collective teacher efficacy with teacher subjective well-being. Furthermore, teacher self-compassion emerged as a significant mediator in these relationships, highlighting its role as a crucial personal resource that links the school environment to individual well-being. These results underscore the importance of fostering positive school climates, enhancing collective efficacy, and cultivating self-compassion to support teacher well-being in the context of Chinese higher education. The implications of these findings for educational policies and practices aimed at promoting a more sustainable and flourishing academic environment are discussed.